Cross-National and Cross-Profession Analyses of Coherence in Educating for the Professions

• In Event: Roundtable Session 33

Session Submission Type: Roundtable Session

Abstract

Connections between the ideas teachers learn in their coursework and their opportunities to observe, practice and receive feedback on teaching strategies, have tended to be weak (Zeichner, 2011). Drawing on the findings emerging from The Carnegie Foundation’s study of professional education, this symposium addresses this problem of enactment (Kennedy, 1999) through the concept of coherence. Coherence is often understood as connections between elements of a program, but the papers in this symposium will shed light upon different ways in which coherence can be/is/has been/ enacted in programs across the professions and across two national settings, bringing theory to bear upon practice in more substantial and meaningful ways, and contributing to a deeper understanding of coherence in education for the professions.

Sub Unit

• Division I - Education in the Professions

Chair

• Judith Warren Little, University of California - Berkeley

Papers

• Biographic, Program, and Transitional Coherence - Jens-Christian Smeby, Oslo and Akershus University College of Applied Sciences; Kaare Heggen, Volda University College

• Program Coherence and Learning in Four Professional Educational Programs: A Qualitative Study - Andre Vagan, Oslo University College

• Coherence in Nursing Education in Norway and the United States: Knowledge, Know-How, and Professional Responsibility - Kristin Heggen, University of Oslo; Molly Sutphen, The Carnegie Foundation for the Advancement of Teaching

• Experiencing Continuous and Interactional Coherence in Initial Teacher Education - Elaine Munthe, University of Stavanger; Karen M. Hammerness, Bard College