Student Teachers’ Conception of Research-based Knowledge and Experience of Coherence in a new Teacher Education Program

Student Teachers’ Conception of Research-based Knowledge and Experience of Coherence in a new Teacher Education Program

Annfrid R. Steele, Department of Education, UIT-The Arctic University of Norway, Tromsø

Abstract

In teacher education, research-based knowledge has been heavily politically focused in recent years. The concept is complex when it comes to teacher education, and it may therefore be interpreted differently amongst teacher educators and student teachers. The main focus in this article is to explore how research-based knowledge is discussed amongst student teachers in a new teacher education program, and how student teachers describe coherency within coursework and practical placement periods, with regard to research-based knowledge. Linked to this, the article will address student teachers‟ self-efficacy. A positive attitude towards research has been connected to strong self-efficacy, since students who develop a positive attitude towards research will also carry out and use research in practice, if they have strong self-efficacy.

Keyword: research-based knowledge; teacher education; coherence; self-efficacy; student teachers

 

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