An International Comparative Study of Vision, Coherence, and Opportunities to Learn in Practice

• In Event: Instruments for Measuring Quality in Teacher Education

Abstract

Objective
This paper shares the results of a survey instrument designed to examine the vision, coherence, and opportunities to learn in teacher education programs across four continents: Chile, Cuba, Indonesia, Norway, Finland and the United States.

Theoretical Framework
International comparative work in teacher education to date has mainly focused upon comparing approaches and structures such as fieldwork, coursework requirements and capstone projects (OECD, 2016; Darling-Hammond, et al. 2017). Few comparative international studies have dug into candidates’ opportunities to learn in teacher education programs, or examined program visions of good teaching (Tatto, 2017; Qian & Youngs, 2016). In this study, we drew upon vision, coherence, and opportunities to enact practice as a conceptual framework for studying an international sample of teacher education programs.

Methods and Data Sources
We created a survey suitable for different contexts that might capture variation across programs in terms of vision, coherence and opportunities to enact practice. Our sample included six programs, all offering preparation for secondary-level teaching. 779 candidates completed the survey; response rates varied from 23% to 100%.

We explored dimensions of opportunities to enact practice (9 items), opportunities to connect program parts (5 items), coherence between courses (10 items), and coherence between courses and field placement (4 items). Candidates responded on a four-point Likert scale, ranging from 1:none to 4:extensive opportunity and 1:strongly disagree to 4:strongly agree.

All scales had satisfying internal consistencies, except for the Indonesian data on coherence between courses and field placement (=.34). Therefore, these data for this scale were excluded in further analyses. We used descriptive statistics to explore patterns.

Results
Candidates in the participating programs do feel that their programs have a consistent vision; and do report a sense of coherence across coursework and learning opportunities (see Table 1). However, our survey also pointed to potential for greater connection to fieldwork and schools; as well as to enactment of practice and student learning. Across programs, for instance, students’ reports about the degree of coherence between campus courses and the field placement revealed a similar pattern (See Figures 1 and 2). Students rated coherence between fieldwork and courses relatively low, while reporting greater coherence between their various campus courses. In terms of vision (at an item level), candidates reported agreement that their programs communicated a sense of shared vision of good teaching. Finally, while candidates reported some opportunities to enact practice and role play, they reported few opportunities to analyze samples of K-12 students’ work—a finding particularly surprising given the importance of understanding student learning for teaching.

Significance
Our survey demonstrates some of the ways that international, comparative research might be possible despite such differences in contexts. The consistent findings across programs –and across continents—not only reveals encouraging findings around vision, but also the persistence of similar challenges such as providing opportunities to enact practice. In particular findings point to the need for centering teacher learning more around student learning and student work. Taken together, these findings can help support efforts across countries, towards substantive, empirically-based program improvement.

Authors

• Kirsti Klette, University of Oslo

• Karen M. Hammerness, American Museum of Natural History

• Esther T. Canrinus, University of Agder

• Inga Staal Jenset, University of Oslo

• Swee C. Goh, Nanyang Technological University