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Profesjonsrelevant lærerutdanning i samarbeid med praksisfeltet

dc.contributor.authorLisa Sylte, Ann
dc.contributor.authorBeate Hellne-Halvorsen, Ellen
dc.contributor.authorHiim, Hilde
dc.contributor.authorAakernes, Nina
dc.contributor.editorLisa Sylte, Ann
dc.contributor.editorBeate Hellne-Halvorsen, Ellen
dc.contributor.editorHiim, Hilde
dc.contributor.editorAakernes, Nina
dc.contributor.editorAndersen, Tove
dc.contributor.editorGranborg, Øyvind
dc.contributor.editorGulbrandsen, Petter
dc.contributor.editorHaaland, Grete
dc.contributor.editorJohnsen, Kjersti
dc.contributor.editorKristiansen, Aina
dc.contributor.editorMagnussen, Kaija-Liisa
dc.contributor.editorLinna Myhrvold, Christian
dc.contributor.editorHammeren Møllerhagen, Torill
dc.contributor.editorMary Schaug, Rosaline
dc.contributor.editorSaur Stiklestad, Sigrun
dc.contributor.editorSyverstad, Marie
dc.contributor.editorVedøy, Gunn
dc.contributor.editorWatz, Siw
dc.date.accessioned2025-11-19T09:24:15Z
dc.date.available2025-11-19T09:24:15Z
dc.date.issued2025
dc.identifierONIX_20251119T095351_9788202869144_13
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/108158
dc.languageBokmål, Norwegian
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNK Educational administration and organization::JNKH Teaching staff
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education
dc.subject.otheraction research
dc.subject.otherdidactical and organizational col­laboration strategy
dc.subject.otherrelevant practical teacher education
dc.subject.otherteachers’ pro­fessional competence
dc.subject.otherprofessional community
dc.subject.otherorganizational learning
dc.titleProfesjonsrelevant lærerutdanning i samarbeid med praksisfeltet
dc.typebook
oapen.abstract.otherlanguageProfessionally Relevant Teacher Education in Collaboration with the Field of Practice contributes knowledge on how teacher education institutions and schools can work together to develop teacher education schools, while also strengthening teacher education’s basis in practice and professional relevance. The anthology’s 16 chapters are based on a comprehensive action research project (with the acronym LUSY) on development of teacher education schools for vocational teacher training. The chapters address theoretical and methodological perspectives on professionally relevant teacher education, as well as findings from a range of spin-off projects included under the LUSY project umbrella. Areas in need of development as experienced by teachers themselves formed the basis for an equitable collaboration between teachers and teacher-educators on various educational activities, as well as on development and research projects. Didactics, peer mentoring, organizational learning, and action research were central elements of the collaboration. The anthology demonstrates how the integration of teaching practice, education, school development, and research can contribute to the development of professional teacher competence. This anthology will be of interest to teacher-educators, teachers, teachers in training, teaching students, and administrators working in educational institutions.
oapen.identifier.doi10.23865/cdf.267
oapen.relation.isPublishedBy2b4af7c3-3c38-435f-9034-4b4bcfce78f1
oapen.relation.isbn9788202869144
oapen.relation.isbn9788202895143
oapen.relation.isbn9788202895136
oapen.relation.isbn9788202895150
oapen.relation.isbn9788202895051
oapen.pages444
oapen.place.publicationOslo, Norway
oapen.remark.publicFunded by: OsloMet, Norges forskningsråd


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