A cross-sectional study on the University of Tartu’s pre-service teachers’ perceptions of curriculum coherence between 2014 and 2018

Authors

  • Liina Malva
  • Äli Leijen

DOI:

https://doi.org/10.12697/eha.2020.8.1.05

Keywords:

teacher education, teacher education courses and practice, curriculum coherence

Abstract

Õpetajakoolitus on praktikaga tihedalt seotud õppevaldkond, kuid siiski on teooria ja praktika sidumine õpetajakoolituses veel paljudes riikides proovikivi (Darling-Hammond, 1999; Hammerness & Klette, 2015). Tartu Ülikoolis hakati selle kitsaskohaga ulatuslikult tegelema 2013. aastast, uuendades õpetajakoolituse alus- ja praktikamoodulit. Selleks, et läbi aastate tehtud muudatuste tulemuslikkust seirata, on alates 2014. aastast igal sügisel alusmooduli üliõpilaste seas (n = 572) kogutud andmeid nende hinnangute kohta õppekava sidususele. Tulemused näitavad, et üliõpilaste hinnangul on märgatavalt paranenud nii teoreetiliste õppeainete kooskõla praktikal kogetuga kui ka võimalused õppekava osi omavahel siduda. Samas leiti, et ülikooli õppetöös on liiga vähe tegevusi, mis valmistaksid üliõpilasi ette õppija arengust lähtumiseks õpetajatöös. Ülikooli õppeained keskenduvad enam õppe kavandamisele ja analüüsile, vähem tegeletakse õppetöö tegevustega.

PDF Summary

Downloads

Download data is not yet available.

References

Anspal, T., Leijen, Ä., & Löfström, E. (2019). Tensions and the teacher’s role in student teacher identity development in primary and subject teacher curricula. Scandinavian Journal of Educational Research, 63(5), 679–695. https://doi.org/10.1080/00313831.2017.1420688

Ball, D., & Forzani, F. M. (2009). The Work of Teaching and the Challenge for Teacher Education. Journal of Teacher Education, 60(5), 497–511. https://doi.org/10.1177/0022487109348479

Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2006a). How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement. Education Finance and Policy, 1(2), 176–216. https://doi.org/10.1162/edfp.2006.1.2.176

Boyd, D. J., Grossman, P., Lankford, H., Loeb, S., Michelli, N. M., & Wyckoff, J. (2006b). Complex by design: Investigating pathways into teaching in New York City schools. Journal of Teacher Education, 57, 155–166. https://doi.org/10.1177/0022487105285943

Boyd, D. J., Grossman, P. L., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher Preparation and Student Achievement. Educational Evaluation and Policy Analysis, 31(4), 416–440. https://doi.org/10.3102/0162373709353129

Buchman, M., & Floden, R. E. (1991). Programme coherence in teacher education: a view from the USA. Oxford Review of Education, 17, 65–72. https://doi.org/10.1080/0305498910170105

Canrinus, E. T., Bergem, O. K., Klette, K., & Hammerness, K. (2017). Coherent Teacher Education Programmes: Taking a Student Perspective. Journal of Curriculum Studies, 49(3), 313–333. https://doi.org/10.1080/00220272.2015.1124145

Canrinus, E. T., Klette, K., Hammerness, K., & Bergem, O. K. (2019). Opportunities to enact practice in campus courses: Taking a student perspective. Teachers and Teaching, 25(1), 110–124. https://doi.org/10.1080/13540602.2018.1526171

Darling-Hammond, L. (1999). America’s future: Educating teachers. Education Digest, 64(9), 18–23.

Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547–561. https://doi.org/10.1080/0161956X.2014.939009

Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programmes. In L. Darling-Hammond & J. Brandsford (Eds.), Preparing teachers for a changing world. What teachers should learn and be able to do (pp. 390–441). San Francisco, CA: Jossey-Bass.

Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. W. (2009a). Teaching Practice: A Cross-Professional Perspective. Teachers College Record, 111(9), 2055–2100.

Grossman, P., Hammerness, K., & McDonald, M. (2009b). Redefining teaching, reimagining teacher education. Teachers and Teaching, 15(2), 273–289. https://doi.org/10.1080/13540600902875340

Grossman, P., Hammerness, K., McDonald, M., & Ronfeldt, M. (2008). Constructing Coherence: Structural Predictors of Perceptions of Coherence in NYC Teacher Education Programs. Journal of Teacher Education, 59(4), 273–287. https://doi.org/10.1177/0022487108322127

Grossman, P., & Loeb, S. (2010). Learning From Multiple Routes. Educational Leadership, 22–27.

Grossman, P., & McDonald, M. (2008). Back to the Future: Directions for Research in Teaching and Teacher Education. American Educational Research Journal, 45(1), 184–205. https://doi.org/10.3102/0002831207312906

Hammerness, K. (2006). From Coherence in Theory to Coherence in Practice. Teachers College Record, 108(7), 1241–1265. https://doi.org/10.1111/j.1467-9620.2006.00692.x

Hammerness, K. (2013). Examining Features of Teacher Education in Norway. Scandinavian Journal of Educational Research, 57(4), 400–419. https://doi.org/10.1080/00313831.2012.656285

Hammerness, K., & Klette, K. (2015). Indicators of quality in teacher education: Looking at features of teacher education from an international perspective. In G. K. LeTendre & A. W. Wiseman (Eds.), Promoting and sustaining a quality teaching workforce (pp. 239–277). Bingley, UK: Emerald Group Publishing Limited.

Hammerness, K., Klette, K., & Bergem, O. K. (2014). Coherence and assignments in teacher education: Teacher education survey. Oslo, Norway: University of Oslo Department of Teacher Education and School Research.

Jenset, I. S., Canrinus, E. T., Klette, K., & Hammerness, K. (2018a). Opportunities to analyse pupils’ learning within coursework on campus: a remaining challenge in teacher education. European Journal of Teacher Education, 41(3), 360–376. https://doi.org/10.1080/02619768.2018.1448783

Jenset, I. S., Klette, K., & Hammerness, K. (2018b). Grounding teacher education in practice around the world: An examination of teacher education coursework in teacher education programs in Finland, Norway, and the United States. Journal of Teacher Education, 69(2), 184–197. https://doi.org/10.1177/0022487117728248

Klette, K., Hammerness, K., & Jenset, I. S. (2017). Established and evolving ways of linking to practice in teacher education: Findings from an international study of the enactment of practice in teacher education. Acta Didactica Norge, 11(3), Art-9. https://doi.org/10.5617/adno.4730

Korthagen, F. (2001). Linking Practice and Theory: the Pedagogy of Realistic Teacher Education. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle.

Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22, 1020–1041. https://doi.org/10.1016/j.tate.2006.04.022

Kraut, R. E., Fussell, S. R., Brennan, S. E., & Siegel, J. (2002). Understanding effects of proximity on collaboration: Implications for technologies to support remote collaborative work. In P. J. Hinds & S. Kiesler (Eds.), Distributed work (pp. 137–162). London: MIT Press.

Leijen, Ä., Kullasepp, K., & Ots, A. (2013). Õpetaja professionaalse rolli internaliseerimise hindamine õpetajakoolituse esmaõppe üliõpilaste hulgas. Eesti Haridusteaduste Ajakiri, 1, 72−96. https://doi.org/10.12697/eha.2013.1.05

Leijen, Ä., & Pedaste, M. (2018). Pedagogical Beliefs, Instructional Practices, and Opportunities for Professional Development of Teachers in Estonia. In: Niemi, H.; Toom, A.; Kallioniemi, A.; Lavonen, J. (Ed.). The Teacher’s Role in the Changing Globalizing World (33−46). BRILL. https://doi.org/10.1163/9789004372573_003

Krull, E. (2003). Pedagoogiline koolipraktika kui otsustav tegur õpetajakoolituse asjakohastamisel. E. Krull & K. Oras (Toim). Õpetajate professionaalne areng ja õppepraktika (lk 47–63).

Malva, L. (2015). Õppeainete ning teooria ja praktika sidusus Tartu Ülikooli õpetajakoolituse õppekavades. Magistritöö. Tartu Ülikool, Haridusteaduste instituut.

Malva, L., Leijen, A., & Baucal, A. (2019). Measuring pre-service teachers’ general pedagogical knowledge – What are the results telling?. New Trends and Issues Proceedings on Humanities and Social Sciences, 6(1), 135–144. https://doi.org/10.18844/prosoc.v6i1.4164

Malva, L., Leijen, Ä., & Baucal, A. (2020). Towards measuring teachers’ general pedagogical knowledge – A mixed method investigation of a pilot test. Studies in Educational Evaluation, 64. https://doi.org/10.1016/j.stueduc.2019.100815

Malva, L., Linde, M., Poom-Valickis, K. & Leijen, Ä. (2018). OECD õpetaja pedagoogiliste teadmiste pilootuuringu Eesti raport. Haridus- ja Teadusministeerium.

Muller, J. (2009). Forms of knowledge and curriculum coherence. Journal of Education and Work, 22, 205–226. https://doi.org/10.1080/13639080902957905

Newmann, F. M., Smith, B., Allensworth, E., & Bryk, A. S. (2001b). School instructional program coherence: Benefits and challenges. Chicago, IL: Consortium on Chicogo school research.

Pedaste, M., Pedaste, K., Lukk, K., Villems, P., & Allas, R. (2013). A Model of Innovation Schools: Estonian Case-study. Procedia – Social and Behavioral Sciences, 112, 418–427. https://doi.org/10.1016/j.sbspro.2014.01.1184

Poom-Valickis, K., & Löfström, E. (2014). Pikiuuring õpetajaks õppijate professionaalse identiteedi kujunemisest. Eesti Haridusteaduste Ajakiri, 241–271. https://doi.org/10.12697/eha.2014.2.1.10

Prosser, M., Ramsden, P., Trigwell, K., & Martin, E. (2003). Dissonance in experience of teaching and its relation to the quality of student learning. Studies in Higher Education, 28(1), 37–48. https://doi.org/10.1080/03075070309299

Raudenbush, S. W. (2008). Advancing educational policy by advancing research on instruction. American Educational Research Journal, 25, 206–230. https://doi.org/10.3102/0002831207312905

Stürmer, K., Könings, K. D., & Seidel, T. (2013). Declarative knowledge and professional vision in teacher education: effect of courses in teaching and learning. British Journal of Educational Psychology, 83(3), 467–483. https://doi.org/10.1111/j.2044-8279.2012.02075.x

Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61, 89–99. https://doi.org/10.1177/0022487109347671

Tatto, M. T. (1996). Examining Values and Beliefs About Teaching Diverse Students: Understanding the Challenges for Teacher Education. Educational Evaluation and Policy Analysis, 18, 155–180. https://doi.org/10.3102/01623737018002155

Published

2020-05-01

How to Cite

Malva, L., & Leijen, Äli. (2020). A cross-sectional study on the University of Tartu’s pre-service teachers’ perceptions of curriculum coherence between 2014 and 2018. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 8(1), 100–127. https://doi.org/10.12697/eha.2020.8.1.05

Issue

Section

Articles

Most read articles by the same author(s)

1 2 > >>