Overview
- Editors:
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Matts Mattsson
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University of Tromsø, Norway
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Tor Vidar Eilertsen
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University of Tromsø, Norway
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Doreen Rorrison
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Charles Sturt University, Australia
- Written by experts, Gives a modern approach, Comprehensive in Scope
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Table of contents (12 chapters)
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- Matts Mattsson, Tor Vidar Eilertsen, Doreen Rorrison
Pages 1-15
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Border Crossing and Narratives
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- Sirkku Männikkö-Barbutiu, Doreen Rorrison, Lin Zeng
Pages 45-66
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Different Perspectives and National Contexts
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- Tor Vidar Eilertsen, Eli Moksnes Furu, Karin Rørnes
Pages 69-89
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- Hannu L. T. Heikkinen, Päivi Tynjälä, Ulla Kiviniemi
Pages 91-112
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- Lotte Hedegaard-Sørensen, Susan Tetler
Pages 113-129
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- Peter Emsheimer, Nilani Ljunggren De Silva
Pages 147-167
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- Anders Jönsson, Matts Mattsson
Pages 169-186
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Reflections and Conclusions
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Front Matter
Pages 187-187
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- Ros Brennan Kemmis, Sharon Ahern
Pages 211-222
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- Matts Mattsson, Doreen Rorrison, Tor Vidar Eilertsen
Pages 223-244
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Back Matter
Pages 245-259
About this book
Challenges to practicum! The authors have explored professional practice knowledge and the ways practicum is dealt with in teacher education. They report from Research and Development projects based on collaboration between universities and school communities. Empirical studies have been carried out in Australia, Canada, China, Denmark, Finland, Norway and Sweden. Communication about practicum is reframed. Preservice teachers’ experiences during practicum serve as a point of departure for improving teacher education. The book is a must for everyone committed to quality in initial teacher education, including preservice teachers, school leaders and local supervisors. “This volume explores new and different ways to think about the construction and evaluation of the practicum that students encounter. Contributors ask the reader to consider the assumptions that the practicum is based on, question these assumptions and strive to find new and better ways to contribute to the autonomy, professionalism, and moral development of emerging teachers. The focus is clearly on creating conversational and learning spaces for students that encourage them to think explicitly about theory and its application to practice and vice versa. The book not only challenges our thinking but also provides rich examples of research and evaluation in this area, which help us to hear the voices of those involved in the practicum in fresh and insightful ways.” Reflections by Roslin Brennan Kemmis, Head of the School of Education, Charles Sturt University, Wagga Wagga, Australia
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