Skip to main content
SpringerLink
Log in

The Many Meanings of Practice-Based Teacher Education: A Conceptualization of the Term

  • Reference work entry
  • First Online:
The Palgrave Handbook of Teacher Education Research

  • 1020 Accesses

Abstract

Teacher education has received increased attention in recent decades and is not only well recognized, but also criticized. Critics argue that teacher education is fragmented and disconnected to practice. Globally, policymakers and scholars emphasize the importance of grounding teacher education more profoundly in practice, but although the terms practice and practice-based are extremely prevalent in teacher-education literature, the terms remain vague. This book chapter conceptualizes the idea of “practice-based teacher education” into four approaches – expertise, reflective, action research, and enactment – and discusses their theoretical grounding and pedagogical implications. By systematizing the field of theory and practice in practice-based teacher education, this chapter contributes to reducing the complexity and vagueness of the concept, thereby nurturing a more specific and precise language and terminology when discussing the many meanings of practice-based teacher education.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 499.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 549.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Adler, S. (1991). The reflective practitioner and the curriculum of teacher education. Journal of Education for Teaching, 17(2), 139–150. https://doi.org/10.1080/0260747910170203

    Article  Google Scholar 

  • Allas, R., Leijen, Ä., & Toom, A. (2017). Supporting the construction of teachers’ practical knowledge through different interactive formats of Oral reflection and written reflection. Scandinavian Journal of Educational Research, 61(5), 600–615. https://doi.org/10.1080/00313831.2016.1172504

    Article  Google Scholar 

  • Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). Jossey Bass.

    Google Scholar 

  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of teacher education, 59(5), 389–407.

    Google Scholar 

  • Ball, D. L., & Forzani, F. (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

    Article  Google Scholar 

  • Beauchamp, G., Clarke, L., Hulme, M., & Murray, J. (2013). Research and teacher education: The BERA-RSA inquiry. Policy and practice within the United Kingdom (Project report). British Educational Research Association. http://eprints.gla.ac.uk/88637/

    Google Scholar 

  • Beijaard, D., & Meijer, P. C. (2017). Developing the personal and professional in making a teacher identity. In The SAGE handbook of research on teacher education (Vol. 2, pp. 177–192). SAGE.

    Google Scholar 

  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001

    Article  Google Scholar 

  • Benner, P. (1983). Uncovering the knowledge embedded in clinical practice. Image: The Journal of Nursing Scholarship, 15(2), 36–41. https://doi.org/10.1111/j.1547-5069.1983.tb01353.x

    Article  Google Scholar 

  • Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5–13. Retrieved from https://www.jstor.org/stable/pdf/1175505.pdf

    Google Scholar 

  • Berliner, D. C. (1988a). The development of expertise in pedagogy. AACTE Publications. Retrieved from http://files.eric.ed.gov/fulltext/ED298122.pdf

    Google Scholar 

  • Berliner, D. C. (1988b). Implications of studies on expertise in pedagogy for teacher education and evaluation. In J. Pfleiderer (Ed.), New directions for teacher assessment. Proceedings of the ETS invitational conference (49th, New York, New York, October 29, 1988) (pp. 39–68). Educational Testing Service.

    Google Scholar 

  • Berliner, D. C. (1994). Expertise: The wonder of exemplary performances. In J. N. Mangieri & C. C. Block (Eds.), Creating powerful thinking in teachers and students (pp. 141–186). Rinehart and Winston.

    Google Scholar 

  • Berliner, D. C. (2000). A personal response to those who bash teacher education. Journal of Teacher Education, 51(5), 358–371. https://doi.org/10.1177/0022487100051005004

    Article  Google Scholar 

  • Blikstad-Balas, M. (2013). Vague concepts in the educational sciences: Implications for researchers. Scandinavian Journal of Educational Research, 58(5), 528–539. https://doi.org/10.1080/00313831.2013.773558

    Article  Google Scholar 

  • Borko, H., & Putnam, R. T. (1996). Learning to teach. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 673–708). Prentice Hall International.

    Google Scholar 

  • 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

    Article  Google Scholar 

  • British Educational Research Association [BERA]. (2014). The role of research in teacher education: Reviewing the evidence. Interim report of the BERA-RSA-inquiry. Retrieved from http://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-RSA-Interim-Report.pdf

  • Brouwer, N., & Korthagen, F. (2005). Can teacher education make a difference? American Educational Research Journal, 42(1), 153–224. https://doi.org/10.3102/00028312042001153

    Article  Google Scholar 

  • Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43–51. https://doi.org/10.1016/0742-051X(89)90018-8

    Article  Google Scholar 

  • Carlgren, I. (2012). The learning study as an approach for ‘clinical’ subject matter didactic research. International Journal for Lesson and Learning Studies, 1(2), 126–139. https://doi.org/10.1108/20468251211224172

    Article  Google Scholar 

  • Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Falmer Press.

    Google Scholar 

  • Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.

    Google Scholar 

  • Cochran-Smith, M., Villegas, A. M., Abrams, L. W., Chávez-Moreno, L. C., Mills, T., & Stern, R. (2016). Research on teacher preparation: Charting the landscape of a sprawling field. In D. H. Gitomer & C. A. Bell (Eds.), Handbook of research on teaching (5th ed., pp. 439–547). American Educational Research Association.

    Google Scholar 

  • Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Lawrence Erlbaum Associates.

    Google Scholar 

  • Conway, P. F., & Munthe, E. (2015). The practice turn. Research-informed clinical teacher education in two countries. In J.-K. Smedby & M. Stutphen (Eds.), From vocational to professional education. Educating for social welfare (pp. 146–163). Routledge.

    Google Scholar 

  • Dall’Alba, G., & Sandberg, J. (2006). Unveiling professional development: A critical review of stage models. Review of Educational Research, 76(3), 383–412. https://doi.org/10.3102/00346543076003383

    Article  Google Scholar 

  • Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286–302. https://doi.org/10.1177/0022487102053004002

    Article  Google Scholar 

  • Darling-Hammond, L., Holtzman, D., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America and teacher effectiveness. Education Policy Analysis Archives, 13(42), 1–51. https://doi.org/10.14507/epaa.v13n42.2005

    Article  Google Scholar 

  • Darling-Hammond, L., Burns, D., Campbell, C., Goodwin, L., Hammerness, K., Low, E. L., et al. (2017). Empowered educators: How high performing systems shape teaching quality around the world. Jossey-Bass.

    Google Scholar 

  • Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. Free Press.

    Google Scholar 

  • Feiman-Nemser, S., & Remillard, J. (1996). Perspectives on learning to teach. In F. B. Murray (Ed.), The teacher Educator’s handbook (pp. 1–35). Jossey-Bass. Retrieved from file:///C:/Users/ingaj/AppData/Local/Temp/Perspectives_on_learning_to_teach.pdf.

    Google Scholar 

  • Feiman-Nemser, S., Tamir, E., & Hammerness, K. (Eds.). (2014). Inspiring teaching. Preparing teachers to succeed in Mission-driven schools. Harvard Education Press.

    Google Scholar 

  • Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20(1), 3–56.

    Google Scholar 

  • Fernandez, M., & Zilliox, J. (2011). Investigating approaches to lesson study in prospective mathematics teacher education. In L. C. Hart, A. S. Alston, & A. Murata (Eds.), Lesson study research and practice in mathematics education (pp. 85–102). Springer.

    Google Scholar 

  • Forzani, F. M. (2014). Understanding ‘core practices’ and ‘practice-based’ teacher education: Learning from the past. Journal of Teacher Education, 65(4), 357–368. https://doi.org/10.1177/0022487114533800

    Article  Google Scholar 

  • Furlong, J., & Lawn, M. (Eds.). (2011). Disciplines of education: Their role in the future of education research. Routledge.

    Google Scholar 

  • Grossman, P., & Loeb, S. (2008). Alternative routes for teaching: Mapping the new landscape of teacher education. Harvard Education Press.

    Google Scholar 

  • Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009a). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100. Retrieved from https://cset.stanford.edu/sites/default/files/files/documents/publications/Grossman-TeachingPracticeACross-ProfessionalPerspective.pdf

    Google Scholar 

  • Grossman, P., Hammerness, K., & McDonald, M. A. (2009b). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–290. https://doi.org/10.1080/13540600902875340

    Article  Google Scholar 

  • Hammerness, K., Klette, K., Jenset, I. S., & Canrinus, E. T. (2020). Opportunities to Study, Practice, and Rehearse Teaching in Teacher Preparation: An International Perspective. Teachers College Record, 122(11), 1–46. https://doi.org/10.1177/016146812012201108

  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49. https://doi.org/10.1016/0742-051X(94)00012-U

    Article  Google Scholar 

  • Helgevold, N., Næsheim-Bjørkvik, G., & Østrem, S. (2015). Key focus areas and use of tools in mentoring conversations during internship in initial teacher education. Teaching and Teacher Education, 49, 128–137. https://doi.org/10.1016/j.tate.2015.03.005

    Article  Google Scholar 

  • Herr, K., & Anderson, G. L. (2005). Action research dissertation: A guide for students and faculty. Retrieved from http://methods.sagepub.com/book/the-action-research-dissertation

  • Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47–61. https://doi.org/10.1177/0022487106295726

    Article  Google Scholar 

  • Hill, H. C., & Ball, D. L. (2004). Learning mathematics for teaching: Results from California’s mathematics professional development institutes. Journal for research in mathematics education, 35(5), 330–351.

    Google Scholar 

  • Hine, G. S. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2), 151–163. Retrieved from http://www.iier.org.au/iier23/hine.pdf

    Google Scholar 

  • Hodge, S. (2007). The origins of competency-based training. Australian Journal of Adult Learning, 47(2), 179–209. Retrieved from http://files.eric.ed.gov/fulltext/EJ797578.pdf

    Google Scholar 

  • Jakku-Sihvonen, R., & Niemi, H. (Eds.). (2006). Research-based teacher education in Finland: Reflections by Finnish teacher educators (Vol. 25). Suomen Kasvatustieteellinen Seura.

    Google Scholar 

  • Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73–85. https://doi.org/10.1016/S0742-051X(01)00051-8

    Article  Google Scholar 

  • Jensen, K. (2007). The desire to learn: An analysis of knowledge-seeking practices among professionals. Oxford Review of Education, 33(4), 489–502. https://doi.org/10.1080/03054980701476055

    Article  Google Scholar 

  • Jensen, K., Lahn, L. C., & Nerland, M. (Eds.). (2012). Professional learning in the knowledge society (Vol. 6). Sense Publishers.

    Google Scholar 

  • Jenset, I. S., Klette, K., & Hammerness, K. (2018). 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

  • Jyrhämä, R., Kynäslahti, H., Krokfors, L., Byman, R., Maaranen, K., Toom, A., & Kansanen, P. (2008). The appreciation and realisation of research-based teacher education: Finnish students’ experiences of teacher education. European Journal of Teacher Education, 31(1), 1–16. https://doi.org/10.1080/02619760701844993

    Article  Google Scholar 

  • Kagan, D. M. (1992). Professional growth among pre-service and beginning teachers. Review of Educational Research, 62(2), 129–169. https://doi.org/10.2307/1170578

    Article  Google Scholar 

  • Kennedy, M. (1999). The role of pre-service teacher education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of teaching and policy (pp. 54–86). Jossey Bass.

    Google Scholar 

  • Kennedy, M. (2015). Parsing the practice of teaching. Journal of Teacher Education, 67(1), 6–17. https://doi.org/10.1177/0022487115614617

    Article  Google Scholar 

  • Klette, K., & Carlsten, T. C. (2012). Knowledge in teacher learning. In K. Jensen et al. (Eds.), Professional learning in the knowledge society (pp. 69–84). Sense Publishers.

    Google Scholar 

  • Knorr Cetina, K. (2001). Objectual practice. In T. R. Schatzki, K. Knorr Cetina, & E. von Savigny (Eds.), The practice turn in contemporary theory (pp. 175–188). Routledge.

    Google Scholar 

  • Knorr Cetina, K. (2003). Epistemic cultures. How the sciences make knowledge. Harvard University Press.

    Google Scholar 

  • Korthagen, F. A. J., & Kessels, J. P. A. M. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4–17. https://doi.org/10.3102/0013189x028004004

    Article  Google Scholar 

  • Korthagen, F. A. J., & Wubbels, T. (2001). Learning from Practice. In F. A. J. Korthagen, J. Kessels, B. Koster, B. Lagerwerf, & T. Wubbels (Eds.), Linking Practice and Theory (pp. 48–66). New York, NY: Routledge.

    Google Scholar 

  • Krokfors, L., Kynäslahti, H., Stenberg, K., Toom, A., Maaranen, K., Jyrhämä, R., et al. (2011). Investigating Finnish teacher educators’ views on research-based teacher education. Teaching Education, 22(1), 1–13. https://doi.org/10.1080/10476210.2010.542559

    Article  Google Scholar 

  • Lampert, M. (2010). Learning teaching in, from and for practice: What do we mean? Journal of Teacher Education, 61(1–2), 21–34. https://doi.org/10.1177/0022487109347321

    Article  Google Scholar 

  • Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., et al. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226–243. https://doi.org/10.1177/0022487112473837

    Article  Google Scholar 

  • Lampert, M., Ghousseini, H., & Beasley, H. (2015). Positioning novice teachers as agents in learning teaching. In L. Resnick, C. Asterhan, & S. Clarke (Eds.), Socialising intelligence through academic talk and dialogue (pp. 363–374). American Educational Research Association.

    Google Scholar 

  • Leitch, R., & Day, C. (2000). Action research and reflective practice: Towards a holistic view. Educational Action Research, 8(1), 179–193. https://doi.org/10.1080/09650790000200108

    Article  Google Scholar 

  • Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46. https://doi.org/10.1111/j.1540-4560.1946.tb02295.x

    Article  Google Scholar 

  • Livingston, C., & Borko, H. (1989). Expert-novice differences in teaching: A cognitive analysis and implications for teacher education. Journal of Teacher Education, 40(4), 36–42. https://doi.org/10.1177/002248718904000407

    Article  Google Scholar 

  • McAteer, M. (2013). Action research in education. Sage.

    Google Scholar 

  • McDonald, M. A., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386. https://doi.org/10.1177/0022487113493807

    Article  Google Scholar 

  • McKernan, J. (1996). Curriculum action research: A handbook of methods and resources for the reflective practitioner (2nd ed.). Kogan Page.

    Google Scholar 

  • Meijer, P. C. (2010). The teacher education knowledge base: Experienced teachers’ craft knowledge. In E. Baker, P. Peterson, & B. McGaw (Eds.), International encyclopedia of education (Vol. 7, 3rd ed., pp. 642–649). Elsevier.

    Google Scholar 

  • Moon, B. (Ed.). (2016). Do universities have a role in the education and training of teachers? An international analysis of policy and practice. Cambridge University Press.

    Google Scholar 

  • Munthe, E., & Rogne, M. (2015). Research based teacher education. Teaching and Teacher Education, 46, 17–24. https://doi.org/10.1016/j.tate.2014.10.006

    Article  Google Scholar 

  • Murata, A. (2011). Introduction: Conceptual overview of lesson study. In L. C. Hart, A. S. Alston, & A. Murata (Eds.), Lesson study research and practice in mathematics education: Learning together (pp. 1–12). Springer.

    Google Scholar 

  • National Council for Accreditation of Teacher Education [NCATE]. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for improved student learning. Retrieved from http://www.ncate.org/LinkClick.aspx?fileticket=zzeiB1OoqPk%3D&tabid=7

  • Niemi, H. (2016). Academic and practical: Research-based teacher education in Finland. In B. Moon (Ed.), Do universities have a role in the education and training of teachers? An international analysis of policy and practice (pp. 19–33). Cambridge University Press.

    Google Scholar 

  • Norwegian Agency for Quality Assurance in Education [NOKUT]. (2006). Evaluering av allmennlærerutdanningen i Norge 2006. Del 1: Hovedrapport [Evaluation of general teacher education in Norway 2006. Part 1: Main report]. Retrieved from http://www.nokut.no/Documents/NOKUT/Artikkelbibliotek/Norsk_utdanning/Evaluering/alueva/ALUEVA_Hovedrapport.pdf

  • Norwegian Government. (2014). Innfører femårig lærerutdanning på masternivå [Introduces five-year teacher education on master level] [Press release]. Retrieved from https://www.regjeringen.no/no/aktuelt/utsetter-krav-om-mastergrad-for-ppu/id2482527/

  • OECD. (2019). A flying start: Improving initial teacher preparation systems. OECD Publishing. https://doi.org/10.1787/cf74e549-en

    Book  Google Scholar 

  • Philip, T. M., Souto-Manning, M., Anderson, L., Horn, I. J., Carter Andrews, D., Stillman, J., & Varghese, M. (2018). Making justice peripheral by constructing practice as ‘core’: How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education. https://doi.org/10.1177/0022487118798324

  • Reid, J. A. (2011). A practice turn for teacher education? Asia-Pacific Journal of Teacher Education, 39(4), 293–310. https://doi.org/10.1080/1359866X.2011.614688

    Article  Google Scholar 

  • Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 732–755). Routledge.

    Google Scholar 

  • Ronfeldt, M., Brockman, S. L., & Campbell, S. L. (2018). Does cooperating teachers’ instructional effectiveness improve preservice teachers’ future performance? Educational Researcher, 47(7), 405–418.

    Google Scholar 

  • Ryle, G. (1949). The Concept of Mind. New York: Barnes and Noble.

    Google Scholar 

  • Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.

    Google Scholar 

  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1–23.

    Google Scholar 

  • Shulman, L. S. (2015). PCK: Its genesis and exodus. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 3–13). Routledge.

    Google Scholar 

  • Sjöberg, J., & Hansén, S.-E. (2006). Om att utveckla lärarkompetens – Relationen teori och praktik i lärarutbildningar [About developing teaching competence – The relationship between theory and practice in teacher education]. In A. Bronäs & S. Selander (Eds.), Verklighet Verklighet. Teori och praktik i lärarutbildning. [Reality: Theory and practice in teacher education]. Norstedts Akademiska Förlag.

    Google Scholar 

  • Soini, T., Pietarinen, J., Toom, A., & Pyhältö, K. (2015). What contributes to first-year student teachers’ sense of professional agency in the classroom? Teachers and Teaching, 21(6), 641–659.

    Google Scholar 

  • Stenhouse, L. (1975). An introduction to curriculum Research and Development. Heinemann.

    Google Scholar 

  • Thorsten, A. (2017). Generating knowledge in a learning study – From the perspective of a teacher researcher. Educational Action Research, 25(1), 140–154. https://doi.org/10.1080/09650792.2016.1141108

    Article  Google Scholar 

  • Tigchelaar, A., & Korthagen, F. (2004). Deepening the exchange of student teaching experiences: Implications for the pedagogy of teacher education of recent insights into teacher behaviour. Teaching and Teacher Education, 20(7), 665–679. https://doi.org/10.1016/j.tate.2004.07.008

    Article  Google Scholar 

  • Toom, A., Kynäslahti, H., Krokfors, L., Jyrhämä, R., Byman, R., Stenberg, K., et al. (2010). Experiences of a research-based approach to teacher education: Suggestions for future policies. European Journal of Education, 45(2), 331–344. https://doi.org/10.1111/j.1465-3435.2010.01432.x

    Article  Google Scholar 

  • Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72(1), 67–88. Retrieved from http://www.jstor.org/stable/1493261

    Google Scholar 

  • Vaughan, M., & Burnaford, G. (2016). Action research in graduate teacher education: A review of the literature 2000–2015. Educational Action Research, 24(2), 280–299. https://doi.org/10.1080/09650792.2015.1062408

    Article  Google Scholar 

  • Weber, M. (1949). Objectivity in social science and social policy (E. A. Shils & H. A. Finch, Trans.). In E. A. Shils & H. A. Finch (Eds.), Methodology of social sciences (pp. 49–112). Free Press.

    Google Scholar 

  • Zeichner, K. M. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63(5), 376–382. https://doi.org/10.1177/0022487112445789

    Article  Google Scholar 

  • Zeichner, K. M. (2016). The changing role of universities in US teacher education. In B. Moon (Ed.), Do universities have a role in the education and training of teachers? An international analysis of policy and practice (pp. 107–126). Cambridge, England: Cambridge University Press

    Google Scholar 

  • Zeichner, K. M., & Liston, D. P. (2014). Reflective teaching: An introduction. Routledge.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Teacher Education and School Research, University of Oslo, Oslo, Norway

    Inga Staal Jenset & Kirsti Klette

Authors
  1. Inga Staal Jenset
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kirsti Klette
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Inga Staal Jenset .

Editor information

Editors and Affiliations

  1. Department of Education, University of Oxford, Oxford, Oxfordshire, UK

    Ian Menter

Section Editor information

  1. University of Oxford, Oxford, UK

    Trevor Mutton

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive licence to Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Jenset, I.S., Klette, K. (2023). The Many Meanings of Practice-Based Teacher Education: A Conceptualization of the Term. In: Menter, I. (eds) The Palgrave Handbook of Teacher Education Research . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-16193-3_87

Download citation

Publish with us

Policies and ethics

Search

Navigation