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Teacher education has been criticised for a lack of coherence and for not preparing student teachers for teaching. To prepare student teachers for practicum and create connections between theory and practice and between schools and university, this study explores how the practice field can be brought onto the university campus through digital resou...
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... Then both the university teacher educators and practice teachers contribute to enhancing learning potentials and collaboration. Observation can furthermore be practiced in a variety of ways in teacher education: by participatory or non-participatory approaches, or by using video materials from student teachers' own or other teachers' teaching (Husu et al., 2008;Ulvik et al., 2023). A participative orientation involves combining observation with interviews to reveal new understandings of teachers' work and to contribute to evaluating and developing practice. ...
Student teachers have been found to be critical toward the research approaches they learned from their master's-based teacher education programmes. Our aim is to discuss how certain research approaches learnt during a 5-year academic master's level teacher education, may bring student teachers close to practice and provide them with conceptual and practical tools for a thorough understanding of the practice of teaching. The argumentation is based on an elaboration of master's-based teacher education programs in Finland and Norway and the essential characteristics of teachers' work. We elaborate on student teachers' need to understand constative, critical and constructive research approaches. This includes critical approaches such as observations and interviews for understanding and interpretation, and constructive approaches such as action research and lesson studies. Finally, we argue that, through these approaches, student teachers make use of research knowledge in teachers' work with an inquiring orientation as well as develop and change their practice.
