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In: Mentoring for Learning
In: Mentoring for Learning
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Abstract

The role of research in teacher education is widely discussed among policy makers, researchers and teacher educators, and not least practitioners. Whereas some argue for large scale studies to provide evidence of what produces the greatest impact, others claim that practice-oriented research can inform decision makers and be adapted by teacher educators in diverse contexts. There are also those who claim that teacher education is too contextual to benefit from research conducted in other contexts.

In this chapter I will discuss the view that research plays an important role in teacher education, and give serious consideration to the many practical questions this prompts. The key concept, research-informed teacher education is defined using a metaphor from older work on assessment. I will then draw briefly on official documents, mainly from the Norwegian context, before looking at some international research to seek answers to some of the practical questions. I will develop the concept of Researching Teacher Educators: here, researching is used as an adjective to indicate that teacher educators are both consumers and producers of research. My final claim is that research needs to be adapted to the practice of teacher education, and that quality teaching must be informed by relevant research. There is a need to find a balance between research and teaching in teacher education.

Open Access
In: Enhancing the Value of Teacher Education Research
In: Mentoring for Learning
In: Mentoring for Learning
An International Perspective
The transition from being a student teacher to taking on the full responsibility as a teacher is experienced as challenging for many novice teachers. In this book, ten newly qualified teachers from five countries, Australia, England, Finland, Israel and Norway, tell their stories as they came through in individual interviews. The narratives, written by the authors, were all approved by the teachers as 'their' stories. What can we learn from listening to the narratives? What can we bring to decision-makers about how to support new teachers? Do new teachers face similar challenges around the world, or do experiences depend on their respective contexts? There are more similarities than differences.

Relevant research literature is used in discussing the cases. Much of the literature on novice teachers focuses on difficulties, and the stories presented in this book confirm that the first year is tough. However, the resilience, motivation and enthusiasm reflected in the stories provide reasons for optimism as regards teachers’ satisfaction with their career choice.

A major reason for deciding to stay in the profession is in the relations they created with the students. Satisfaction or stress related to the curriculum or achievements in their respective teaching subjects was not mentioned. The lessons learned from the ten novice teachers are useful when discussing the teaching profession and, not least, the induction phase of a teaching career.
Chapter 6 Alice’s Story: I Cannot Save Everybody
In: Lessons Learned from Novice Teachers
Chapter 7 Maria’s Story: I Have to Practice What I Preach
In: Lessons Learned from Novice Teachers
Chapter 9 Yael’s Story: Mary Poppins of Geography
In: Lessons Learned from Novice Teachers
Chapter 5 Owen’s Story: Empowering Students
In: Lessons Learned from Novice Teachers