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.

摘要

与国际辩论相一致，挪威正在讨论通过从更基于经验的方法转向基于研究的方法来发展教师教育。这种持续的变化不仅对教师教育的发展提出了挑战，而且对在学校实习中担任导师的教师也提出了挑战。本研究的目的是调查科学导师对研究型教师教育的看法以及学校安置的贡献。数据是通过对 11 位在挪威中小学担任科学教师的导师进行半结构化访谈来收集的。数据分析基于专题分析方法。结果表明，导师对基于研究的教师教育表现出混合和有限的理解，并且需要解决在两种情况下（在校园和学校实习中）对它的含义的理解。导师将学校安置视为一个舞台，学生教师可以在其中自由测试不同的教学方法。目前，学校安置似乎与校园教学有些不同。然而，我们得出的结论是，在以研究为基础的教师教育中建立在共同知识基础上的学校安置可以充当理论与实践之间的桥梁。