Overview

This Open Access volume brings together contributions to the research on coherence in teacher education from a transnational perspective. Using theoretical-conceptional, empirical as well as instructional approaches, the contributions explore structural, curricular, conceptual and personnel dimensions of coherence. Within the EU Erasmus +-funded project ConnEcTEd (Coherence in European Teacher Education), an interdisciplinary and transnational consortium collaborated in the research and co-constructive development of coherent teaching and learning arrangements. The transnational team assessed links between different areas of professional knowledges as well as theory-practice approaches. The volume concludes with a final discussion by Esther T. Canrinus, one of the leading researchers on coherence in teacher education.

Full Product Details

Author:   Gerard Doetjes ,  Vlatka Domovic ,  Mirjamaija Mikkilä-Erdmann ,  Katja Zaki
Publisher:   Springer Fachmedien Wiesbaden
Imprint:   Springer VS
Edition:   2024 ed.
ISBN:  

9783658437206

ISBN 10:   3658437200
Pages:   269
Publication Date:   30 July 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

Teacher education in Europe.- The (in)coherence of European teacher education.- Epistemic coherence in teacher education.- Exploring Finnish student teachers' perceived coherence of their teacher education program.- Coherence in initial class teacher education in Croatia.- Assessing student perceptions of professionalization measures and coherence after the 2011 French curriculum reform.- Co-constructing multidisciplinary coherence in subject teacher education.- Exploring coherence between teacher education and the competence required to facilitate students' oral participation in foreign language classrooms.- Perceptions of coherence among teacher education students and newly qualified teachers of foreign languages.- Research-based teacher education curriculum supporting student teacher learning.- Fostering coherence in Finnish teacher education.- Identifying core practices as a framework for teacher educators' cooperative professional development.- Coherence through cultures of remembrance.- The what, the why, and the how.

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Author Information

Gerard Doetjes is the director of the Norwegian National Centre for English and other Foreign Languages in Education at Østfold University College (Halden), Norway. Vlatka Domović is a full professor at the Faculty of Teacher Education, University of Zagreb, Croatia. Mirjamaija Mikkilä-Erdmann is a full professor of teacher education and chair of research profile Children, Young people and Learning at the University of Turku, Finland. Katja Zaki is a full professor of Foreign Language Didactics at the University of Education Freiburg, Germany, and currently Deputy Director of the Freiburg School of Education FACE.

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