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Nordic Psychology Volume 67, 2015 - Issue 2: Challenges in professional bachelor and vocational programmes
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Articles

Programme coherence and epistemological beliefs

Ida Hatlevik1, Oslo and Akershus University College of Applied Sciences, Centre for the Study of Professions, Postbox 4, St. Olavs plass, Oslo0130, NorwayCorrespondence[email protected]
&
Jens-Christian Smeby2, Oslo and Akershus University College of Applied Sciences, Centre for the Study of Professions, Postbox 4, St. Olavs plass, Oslo0130, Norway
Pages 136-153 | Published online: 23 Apr 2015

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Read on this site (3)

Hege Hermansen. (2020) In Pursuit of Coherence: Aligning Program Development in Teacher Education with Institutional Practices. Scandinavian Journal of Educational Research 64:6, pages 936-952.
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Marie Jedemark. (2019) A scientific approach in the assessment of the school-based part of the teacher education programme in Sweden. Journal of Curriculum Studies 51:3, pages 420-436.
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Lisbeth M. Brevik, Marte Blikstad-Balas & Kirsti Lyngvær Engelien. (2017) Integrating assessment for learning in the teacher education programme at the University of Oslo. Assessment in Education: Principles, Policy & Practice 24:2, pages 164-184.
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Articles from other publishers (3)

Anne K. Hagen, Marie-Louise Damen & Hege Hermansen. (2023) Unpacking the Theory–Practice Nexus in Basic Police Education. Nordic Journal of Studies in Policing 10:1, pages 1-14.
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Hege Hermansen & Sølvi Mausethagen. (2023) Beyond the research–practice gap: Constructing epistemic relations in teacher education. International Journal of Educational Research 119, pages 102171.
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Unni Knutstad, Milada Cvancarova Småstuen & Kari Toverud Jensen. (2020) Teaching bioscience to nursing students—What works?. Nursing Open 8:2, pages 990-996.
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