Teacher Candidates' Opportunities to Analyze Students' Learning: A Key Challenge in Teacher Education?

• In Event: 66.031 - New Understandings and New Directions: Innovative Practices to Support Shifts in Preservice Teacher Perspectives

Abstract

Teacher candidates need opportunities to experience the complex task of analyzing students’ learning within their teacher preparation to learn how to build up, develop, and foster students’ learning. In this paper we report on survey data (n=263) and observation data (n=104 hours) from respectively three and six teacher education programs in Norway, Finland, and the US, and examine the opportunities the candidates have to analyze students’ learning within their coursework at campus. The combined observation and survey data suggests that all candidates have scarce opportunities to analyze students’ learning, although the survey data indicates there are some differences between the studied programs. We argue that the full potential of the offered opportunities might not be taken advantage of.

Authors

• Inga Staal Jenset, University of Oslo

• Esther T. Canrinus, University of Agder

• Kirsti Klette, University of Oslo

• Karen M. Hammerness, American Museum of Natural History