Identifying Core Practices as a Framework for Teacher Educators’ Cooperative Professional Development-Reference-Cited by-同舟云学术

Identifying Core Practices as a Framework for Teacher Educators’ Cooperative Professional Development

Published:2024 Issue: Volume: Page:211-227
ISSN:
Container-title:Coherence in European Teacher Education
language:en
Short-container-title:

Author:

Doetjes Gerard,Hatlevik Ida Katrine Riksaasen

Abstract

AbstractConnecting different knowledge domains is one of the main problems in teacher education. This chapter showcases a cooperation between two teacher educators at the University of Oslo. The aim of the contribution is two-fold. We identify specific core practices that are highly relevant for foreign language teaching in schools. Based on our experiences, we also propose a cooperative model for teacher educator competence development using an investigative approach to core practices as a framework. Such a cooperative model can contribute to the creation of better connections between different teacher education domains and, by doing so, promote student teachers’ sense of coherence.

Publisher

Springer Fachmedien Wiesbaden

Link

https://link.springer.com/content/pdf/10.1007/978-3-658-43721-3_12

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