dc.contributor.author | Ulvik, Marit | |
dc.contributor.author | Smith, Kari | |
dc.date.accessioned | 2020-03-23T11:43:02Z | |
dc.date.available | 2020-03-23T11:43:02Z | |
dc.date.created | 2019-01-23T14:26:06Z | |
dc.date.issued | 2019 | |
dc.identifier.isbn | 9783030016104 | |
dc.identifier.uri | https://hdl.handle.net/11250/2648100 | |
dc.description.abstract | In this chapter we address the question of how to prepare student teachers for professionalism in teaching. We especially focus on higher education-based teacher educators and their role in promoting integration between theory and practice, which is frequently perceived as a challenge in teacher education (Korthagen F, J Educ Teach 36(4):407–423, 2010; Kvernbekk T, Informal Logic 32(3):288–305, 2012). The chapter draws on a study, in a Norwegian context, that investigated teacher educators’ competence as seen from their own and student teachers’ perspectives (Ulvik M, Smith K, Uniped 39(1):61–77, 2016). Competence is here understood as the knowledge and skills that teacher educators need to do their job. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Springer | en_US |
dc.relation.ispartof | International Research, Policy and Practice in Teacher Education | |
dc.title | Teaching about Teaching- Teacher Educators' and Student Teachers' Perceptions from Norway | en_US |
dc.type | Chapter | en_US |
dc.description.version | acceptedVersion | en_US |
dc.source.pagenumber | 123-137 | en_US |
dc.identifier.doi | https://doi.org/10.1007/978-3-030-01612-8_9 | |
dc.identifier.cristin | 1663794 | |
dc.description.localcode | This is a post-peer-review, pre-copyedit version of an article published in [International Research, Policy and Practice in Teacher Education]. The final authenticated version is available online at: https://doi.org/10.1007/978-3-030-01612-8_9 | en_US |
cristin.unitcode | 194,67,80,0 | |
cristin.unitname | Institutt for lærerutdanning | |
cristin.ispublished | true | |
cristin.fulltext | preprint | |
cristin.qualitycode | 1 | |