Teacher Educators' Learning in the Workplace: The Important Role of Research in Norway

• In Event: Teacher Educators’ Role as Researcher: International Comparative Explorations

Abstract

Objectives
The objective of this poster is to discuss the Norwegian context for teacher educators’ workplace learning by referring to the Norwegian data from the INFO-TED international survey. The Norwegian context, which offers support to empowering researching teacher educators, seems to differ from other national contexts presented in this symposium. The survey data are complemented by a recent qualitative study (Authors, 2016) examining how Norwegian teacher educators perceive their professional role.

Perspectives
In Norway there is a political pressure to make teacher education research based as a means to improve education (Norwegian Ministry of Education and Knowledge 2009). For teacher educators employed in higher education, research and publication are prioritized criteria for pursuing an academic career (Korthagen, Loughran & Lunenberg, 2005). Cochran-Smith (2005) claims that all teacher educators should be involved in conducting research as a complementary activity to teaching. Many teacher educators come into teacher education as successful teachers. As teacher educators they experience a role conflict. In their new role they are expected to engage in research with which many have little experience (Murray and Male, 2005; Smith, 2011).

Traditionally Norwegian teacher education for the lower grades took place in university colleges where research was secondary to high quality teaching. But from 2017 all teacher education programmes are at a graduate level, and students are required to write a research based dissertation (Norwegian Ministry of Education and Knowledge 2014). Thus research has become central to teacher educators’ work and professional learning and raises the question if teacher educators are sufficiently research literate to supervise research-based theses.
The research question is: How do Norwegian teacher educators perceive their professional roles and what are their professional development needs?

Methods
The main data draw on the survey the InFo-TED survey. Data from 76 Norwegian respondents were separately analysed. The survey is an online survey with closed and open ended responses. The quantitative data are supported by qualitative data using semi-structured interviews with 20 teacher educators examining teacher educators’ professional role perception (Authors, 2016).

Results
Research is perceived as central to Norwegian teacher educators. The role of researcher comes second (3.15/5) to the role of teacher educator (3.99/5). 90% of the respondents claim to be engaged in research, yet when asked about their professional development needs, developing research skills came first (4.52/6). These findings are supported by the qualitative study, research was considered important, yet findings also suggest diversity in teacher educators’ job perceptions. Many stressed the importance of high quality teaching in teacher education.

Scientific significance
This poster provides new information about how Norwegian teacher educators perceive their role and professional learning needs. Research is central to their work responsibilities. The data represent a current trend in Norwegian teacher education, making it more research oriented. Norwegian teacher educators seem to stand up to their increased responsibilities. Unlike other contexts, Norwegian teacher educators are supported in developing research competence.

Authors

• Kari Smith, Norwegian University of Science and Technology

• Marit Ulvik, University of Bergen