Balancing teacher educators’ researcherly and pedagogical dispositions – an example from Norway

References

• Aspfors, J., & Eklund, G. (2017). Explicit and implicit perspectives on research-based teacher education: Newly qualified teachers’ experiences in Finland. Journal of Education for Teaching, 43(4), 400–413.
   Web of Science ®Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
   PubMed Web of Science ®Google Scholar
• Biesta, G. J. J. (2009). Good education in an age of measurement: On the need to reconnect with the purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46.
   Web of Science ®Google Scholar
• Biesta, G. J. J. (2020 b). Should we be widening the gap between teaching and research? An interview with Gert Biesta by Philip Winter. In K. Smith (Ed.), Validity and value of teacher education research (pp. 35–50). Bergen: Fagbokforlaget.
   Google Scholar
• Biesta, G. (2020a). Risking ourselves in education: Qualification, socialization, and subjectification revisited. Educational Theory, 70(1), 89–104.
   Web of Science ®Google Scholar
• Biesta, G., Takayama, K., Kettle, M., & Heimans, S. (2020). Teacher education between principle, politics, and practice: A statement from the new editors of the Asia-Pacific. Journal of Teacher Education. Asia-Pacific Journal of Teacher Education, 48(5), 455–459.
   Web of Science ®Google Scholar
• Bullough, R. V., Jr. (2021). Of what do we testify? A meditation on becoming ‘Good’ and on the Nature of ‘Self’ in self-study. Studying Teacher Education, 17(3), 256–272.
   Web of Science ®Google Scholar
• Cochran-Smith, M. (2021). Rethinking teacher education: The trouble with accountability. Oxford Review of Education, 47(1), 8–24.
   Web of Science ®Google Scholar
• Cochran-Smith, M., Grudnoff, L., Orland-Barak, L., & Smith, K. (2020). Educating teacher educators: International perspectives. The New Educator, 16(1), 5–24.
   Google Scholar
• Cochran-Smith, M., & Lytle, S. M. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teacher College Press.
   Google Scholar
• Czerniawski, G., Guberman, A., & MacPhail, A. (2017). The professional developmental needs of higher education-based teacher educators: An international comparative needs analysis. European Journal of Teacher Education, 40(1), 127–140.
   Web of Science ®Google Scholar
• European Commission. (2013). Supporting teacher educators for better learning outcomes. Brussels: Author. http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf
   Google Scholar
• Finnish Ministry of Education and Culture, (2021) Education policy report, OKM. http://urn.fi/URN
   Google Scholar
• Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re‐imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–289.
   Web of Science ®Google Scholar
• Haug, P. (February 9th 2022) Norsk utdanningsforskning- historiske perspektiv (Norwegian Educational research, a historic perspective). Keynote presented at a NAFOL seminar.
   Google Scholar
• Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching, 15(2), 257–272.
   Web of Science ®Google Scholar
• Krokfors, L., Kynäslahti, H., Stenberg, K., Toom, A., Maaranen, K., Jyrhämä, R., … Kansanen, P. (2011). Investigating Finnish teacher educators’ views on research‐based teacher education. Teaching Education, 22(1), 1–13.
   Google Scholar
• Lie, T., Fanghol, T. A., & Tønnesen, E. (09 February 2022). Tellekantenes dager kan være talte. (The days of the metric system might end). Khrono. https://khrono.no/tellekantenes-dager-kan-vaere-talte-for-forskningen/658051
   Google Scholar
• Liebeck-Lien, B. (2022). Working together for cooperative learning- An inquiry into how collaborating in teacher teams can enhance teaching practice. Ph.D. dissertation, NTNU, Faculty of Social and Educational Sciences. https://hdl.handle.net/11250/2981688
   Google Scholar
• Lingard, B., & Renshaw, P. (2009). Teaching as a research-informed and research-informing profession. In A. Campbell & S. Groundwater-Smith (Eds.), Connecting inquiry and professional learning in education. International perspectives and practical solutions (pp. 26–39). London, UK: Routledge.
   Google Scholar
• Løkeland-STAI, E. (19 February 2022). Vi må bli kvitt besettelsen av «publiser eller forsvinn». (We have to get rid of the curse «publish or perish. Khrono. Interview with Robert. Interview with RobertJan Smith https://khrono.no/vi-ma-bli-kvitt-besettelsen-publiser-eller-forsvinn/662365
   Google Scholar
• Loughran, J., & Menter, I. (2019). The essence of being a teacher educator and why it matters. Asia-Pacific Journal of Teacher Education, 47(3), 216–229.
   Web of Science ®Google Scholar
• Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The professional teacher educator: Professional roles, behaviour and development of teacher educators. Rotterdam, Boston, Taipei: Sense Publishers.
   Google Scholar
• Nokut. (2006). Evaluering av allmennlærerutdanningen i Norge 2006 (Evaluation of primary teacher education in Norway). Accessed January 20 2022. https://www.nokut.no/contentassets/40568ec86aab411ba43c5a880ae339b5/alueva_hovedrapport.pdf
   Google Scholar
• Norwegian Ministry of Knowledge (2004). St. Melding nr. 20. (2004-2005). Vilje til Forskning.(Will to Research). Oslo: Det kongelige Utdannings- og forskningsdepartement.
   Google Scholar
• Norwegian Ministry of Knowledge (2008). St. Melding nr. 11 (2008-2009). Læreren Rollen og utdanningen. (Teacher Role and Education). Oslo: Det kongelige Utdannings- og forskningsdepartement.
   Google Scholar
• Norwegian Ministry of Knowledge. (2020). Research, knowledge mediation and practice. Strategy for Educational Research 2020-2024.
   Google Scholar
• Norwegian Research Council. (2004). Norsk pedagogisk forskning. En evaluering av forskningen ved utvalgte universiteter og høgskoler (An evaluation of research conducted by selected universities and University Colleges). Oslo: Forskningsrådet.
   Google Scholar
• Norwegian Research Council. (2006). En nasjonal strategi for norsk pedagogisk forskning. Oppfølgingsutvalgets anbefalinger etter Forskningsrådets evaluering i 2004.(A national strategy for Norwegian pedagogical research. Recommendations following the evaluation of the research council’s evaluation). Oslo: Forskningsrådet.
   Google Scholar
• OECD. (2005). Teachers matter- attracting, developing and retaining effective teachers. doi:10.1787/9789264018044-en
   Google Scholar
• Postholm, M. B. (2018). Teachers’ professional development in school: A review study. Cogent Education, 5(1), 1522781.
   Web of Science ®Google Scholar
• Puustinen, M., Säntti, J., Koski, A., & Tammi, T. (2018). Teaching: A practical or research-based profession? Teacher candidates’ approaches to research-based teacher education. Teaching and Teacher Education, 74, 170–179.
   Web of Science ®Google Scholar
• Rudduck, J. (1985). Teacher research and research‐based teacher education. Journal of Education for Teaching, 11(3), 281–289.
   Web of Science ®Google Scholar
• Schwach, V., Bergene, A., & Carlston, T. (2021). Evaluering av Nasjonal forskerskole for lærerutdanning (NAFOL). Evaluation of the National Research School for Teacher Education (NAFOL): NIFU. https://nifu.brage.unit.no/nifu-mlui/handle/11250/2733215?locale-attribute=en
   Google Scholar
• Shulman, L. S. (2005). Signature pedagogies in the professions. Daedelus, 134(3), 52–59.
   Web of Science ®Google Scholar
• Singh, P., Rowan, L., & Allen, J. (2019). Reflection, research and teacher education. Asia-Pacific Journal of Teacher Education, 47(5), 455–459.
   Web of Science ®Google Scholar
• Sjølie, E. (2014) Pedagogy is just common sense - a case study of student teachers’ academic learning practices. Ph.D. dissertation, NTNU.
   Google Scholar
• Smith, K. (2022). Developing a signature pedagogy for doctoral education. Accepted for Publication in European Journal of Education.
   Google Scholar
• Statistics Norway. (2020). https://www.ssb.no/utdanning/hoyere-utdanning/statistikk/gjennomforing-ved-universiteter-og-hogskoler)
   Google Scholar
• Sunde, J. I. (2020). Alle burde hatt ein forskarskule. Everybody should have a research school. In K. Smith (Ed.), Validity and value of teacher education research 17–33. Fagbokforlaget.
   Google Scholar
• Tack, H., & Vanderlinde, R. (2014). Teacher educators’ professional development: Towards a typology of teacher educators’ researcherly disposition. British Journal of Educational Studies, 62(3), 297–315.
   Web of Science ®Google Scholar
• Tack, H., & Vanderlinde, R. (2016). Measuring teacher educators’ researcherly disposition: Item development and scale construction. Vocations and Learning, 9(1), 43–62.
   Web of Science ®Google Scholar
• Ulvik, M., Helleve, I., & Smith, K. (2018). What and how student teachers learn during their practicum as a foundation for further professional development. Professional Development in Education, 44(5), 638–649.
   Web of Science ®Google Scholar
• Ulvik, M., & Smith, K. (2018). Lærerutdanneres profesjonelle utvikling. (Teacher educators’ professional development. Uniped, 44(4). https://www.idunn.no/uniped/2018/04/laererutdanneres_profesjonelle_utvikling
   Google Scholar
• Yorks, L., & Kasl, E. (2002). Toward a theory and practice for whole-person learning: Reconceptualizing experience and the role of affect. Adult Education Quarterly, 52(3), 176–192.
   Web of Science ®Google Scholar