Intellectual Output 1: Innovative practices
Joint Staff Training Event 1, Uppsala on January 27th–30th 2020
Knowledge production in teacher education is a space of negotiation between theoretical perspectives and experiences of practice. Even though theories and practices go hand in hand, the gap between the two domains is often reproduced in the everyday life of teacher training, creating an unfortunate antagonism.
Researchers have pointed out the “necessary connection” between theory and practice. The assumption in this project, is that an intense interaction between on-site courses and activities in schools and campus courses at university, opens up to possibilities of new knowledges, practices, and “activity systems” in teacher education as well as in school (Ruus & Timoštšuk, 2014). In the long run, innovative practices in teacher education methods helps novice teachers to develop reflection in action as well as on action (Schön, 1983).
For teacher educators, it is important to investigate the causes, the performances, and the effects of the various instantaneous moves of the teacher in the classroom. Furthermore, it is crucial for all teachers to understand how these moves are interrelated to the perceived identities of the themselves as well as the students. It is a challenge to detect the various moves, but nevertheless important to investigate in order to support teachers’ “thinking frames” on their practices.
A collection of resources can be found in the pages “Inspiration for teachers” and “Inspiration for teacher educators”. The resources are meant to inspire and guide researchers, students, and teachers in the classrooms and at universities.
The collection of additional reading, gives tips on further investigation on the concept of innovation in curriculum and teacher education as well as examples of projects that aim at bridging the gap between theory and practice.
