The role of school placement within research-based teacher education–through the eyes of science mentors

ABSTRACT

In line with international debate, there is a discussion in Norway on developing teacher education by moving from a more experience-based to a research-based approach. This ongoing change presents a challenge, not only for the development of teacher education but also for teachers working as mentors in school placements. The aim of this study was to investigate science mentors’ views on research-based teacher education and the contribution of school placement therein. Data were collected through semi-structured interviews with 11 mentors working as science teachers in Norwegian primary and secondary schools. Data analysis was based on a thematic analytical approach. The results demonstrate that mentors display a mixed and limited understanding of research-based teacher education, and that developing an understanding of what it means in both contexts (on campus and in school placements) needs to be addressed. Mentors view school placement as an arena in which student teachers can freely test different teaching methodologies. Currently, school placement appears to be experienced as somewhat separate from teaching on campus. However, we conclude that school placement founded in a common knowledge base within research-based teacher education can function as a bridge between theory and practice.

KEYWORDS:

• Initial teacher education
• science education
• research-informed teaching
• research-based teacher education

Disclosure of potential conflicts of interest

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Katarina Pajchel

Katarina Pajchel is an associate professor at Department of Primary and Secondary Teacher Education at OsloMet – Oslo Metropolitan University. Her teaching and research are in science education and her interests include physics education, research-based teacher education, computational thinking and programming.

Kirsti Marie Jegstad

Kirsti Marie Jegstad is an associate professor in chemistry education at Department of Primary and Secondary Teacher Education at OsloMet – Oslo Metropolitan University. Her research interests include chemistry education, inquiry-based learning, critical thinking, education for sustainable development and research-based teacher education.

Gunilla Eklund

Gunilla Eklund, Ed.D, is docent and works as associate professor in Education at Faculty of Education and Welfare Studies at Abo Akademi University, Finland. Her research concerns teacher education and students' learning in higher education and at present, she is involved in several research projects focusing on research-based teacher education.

Siv G Aalbergsjø

Siv G. Aalbergsjø is an associate professor in science education and teacher educator at the Department of Primary and Secondary Teacher Education at OsloMet – Oslo Metropolitan University. Her research interests include modelling and programming in science education and research-based teacher education.

PerØyvind Sollid

Per Øyvind Sollid is an associate professor at Department of Primary and Secondary Teacher Education at OsloMet – Oslo Metropolitan University. His research interests include modeling, programming, physics and technology in science education and research-based teacher education.