Images of the desired teacher in practicum observation protocols

ABSTRACT

‘Good teaching’ remains disputed, but few studies have empirically studied variations in views of good teaching as reflected in teacher education. This study performed a content analysis of criteria for student teacher lesson observations stated in protocols from universities in six countries. Similarities across the protocols were the absence of images of the charismatic and the technical-professional teacher, and the dearth of teleological aspects. The degree to which protocols reflected a knowledge base, had clear implementation requirements, valued reasoned judgement, and valued transformation of content varied. On the basis of this range of images of the desired teacher, we suggest four categories of teacher images: the knowledgeable teacher, the knowledge-transforming teacher, the efficient teacher, and the constantly improving teacher, and further discuss the possibility of an inspired teacher.

KEYWORDS:

• Preservice teacher education
• student teaching
• teacher characteristics
• desired teacher
• competency based teacher education
• lesson observation criteria

Acknowledgments

Thank you to colleagues for assistance and critical reading: Annica Andersson, Carol Bertram, Kimberley Landie, Jean Francois Maniraho, Lee Rusznyak, Judy Sayers; and Anette de Ron, Elisabeth Nygren and our partners in NIE Singapore.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This study is part of the TRACE project (https://www.mnd.su.se/english/research/mathematics-education/research-projects/trace) and was supported by the Swedish National Research Foundation (Vetenskapsrådet), under project/grant number [017-03614].

Notes on contributors

Iben Maj Christiansen

Iben Maj Christiansen is an associate professor of mathematics education at the Department of Mathematics and Science Education, Stockholm University in Sweden. She has a particular interest in teacher education, and heads up the TRACE project which is researching novice mathematics teachers’ recontextualisation of what they have learned in their teacher education.

Lisa Österling

Lisa Österling is a lecturer in mathematics education at the Department of Mathematics and Science Education, Stockholm University. She is currently researching teacher education with a focus on linking theory and practice, as well as practica and university courses.

Kicki Skog

Kicki Skog is a senior lecturer in mathematics education at the Department of Mathematics and Science Education, Stockholm University. She is part of the steering group of the TRACE project. Her current research focuses on issues of inclusion in teacher education; what student teachers learn about this; what they engage in in their practice after graduation; and how teacher education can be more inclusive of students with varying backgrounds.