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5
Practice quality in teacher education
Summary in English
A study of students school adoption practice
at Nesna university college
by
Kåre Johnsen - Assistant Professor
Studies in Norway and some other western countries show that teachers are less satisfied with
their education, particularly in view of claims and challenges they meet in schools after
finishing their education. These findings have created a need for alternative thinking about
teacher education in general and the part of the education linked to training in schools and the
interaction between theoretical studies and practice in particular.
School adoption implies that a group of teacher students undertake the total responsibility for
planning and implementation of teaching at an elementary/secondary school (6 – 16 years).
The school adoption is for a limited period (1 – 3 weeks), and a written agreement is made
between the local school authorities, the single schools and the teacher education institution.
This is an alternative to the traditional training situation, where the students are under control
of an experienced teacher and follow his class and pupils, and it is a training situation which
is more close to the real situations students meet when they start working after finishing their
education. Our experiences with school adoption practice have opened new perspectives on
training in teacher education and have inspired students and other participants within the
educational system.
The first chapter of this study is a historic review on teacher education training in Norway
with focus on central ideas.
Chapter 2 has a focus on the theoretical base of the study, where theories of teaching
professions and assessment of quality is discussed. In teacher education two different theories
of teaching professions must be taken into account in a complementary understanding: The
apprenticeship learning theory and the action and reflection theory.
Fredrikke nr. 8, 2005
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