A Practicum Turn in Teacher Education

  • Matts Mattsson
  • Tor Vidar Eilertsen
  • Doreen Rorrison

Part of the Pedagogy, Education and Praxis book series (PEDA, volume 6)

Table of contents

  1. Front Matter
    Pages i-xiv
    1. Matts Mattsson, Tor Vidar Eilertsen, Doreen Rorrison
      Pages 1-15
  2. Border Crossing and Narratives

    1. Front Matter
      Pages 17-17
    2. Doreen Rorrison
      Pages 19-44
    3. Sirkku Männikkö-Barbutiu, Doreen Rorrison, Lin Zeng
      Pages 45-66
  3. Different Perspectives and National Contexts

    1. Front Matter
      Pages 67-67
    2. Tor Vidar Eilertsen, Eli Moksnes Furu, Karin Rørnes
      Pages 69-89
    3. Hannu L. T. Heikkinen, Päivi Tynjälä, Ulla Kiviniemi
      Pages 91-112
    4. Lotte Hedegaard-Sørensen, Susan Tetler
      Pages 113-129
    5. Helene Brodin
      Pages 131-146
    6. Peter Emsheimer, Nilani Ljunggren De Silva
      Pages 147-167
    7. Anders Jönsson, Matts Mattsson
      Pages 169-186
  4. Reflections and Conclusions

    1. Front Matter
      Pages 187-187
    2. Piet-Hein van de Ven
      Pages 189-209
    3. Ros Brennan Kemmis, Sharon Ahern
      Pages 211-222
    4. Matts Mattsson, Doreen Rorrison, Tor Vidar Eilertsen
      Pages 223-244
  5. 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

Editors and affiliations

  • Matts Mattsson
    • 1
  • Tor Vidar Eilertsen
    • 2
  • Doreen Rorrison
    • 3
  1. 1.University of TromsøNorway
  2. 2.University of TromsøNorway
  3. 3.Charles Sturt UniversityAustralia

Bibliographic information