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Unpacking the Conception of Coherence in Teacher Education: International Perspectives
Sat, April 9, 10:35am to 12:05pm, Marriott Marquis, Floor: Level Four, Liberty Salon JSession Type: Symposium
Abstract
Scholars agree that powerful teacher education programs need a clear vision of teaching and teachers, must be coherent both conceptually and structurally, and be closely tied to practice. Coherence seems to be a concept that cuts across these three features, but with a few exceptions, studies have not focused upon the nature of coherence in teacher education. This symposium unpacks the conception of program coherence by examining these three aspects of coherence. It studies various programs across the continents (i.e., in the US, Cuba, Chile, Norway, Finland, and Malaysia) and reports on findings regarding the various aspects of coherence in these programs. It also shares various methodological approaches to examining different aspects of coherence.
Sub Unit
Chair
Papers
Coherence in Program Visions and Opportunities to Learn - Karen M. Hammerness, American Museum of Natural History; Ilkka Laasonen, University of Oslo; Kirsti Klette, University of Oslo
Toward Convergence in Teacher Education? Program Coherence in Finland, Norway, Chile, Cuba, and the United States - Kirsti Klette, University of Oslo; Inga Staal Jenset, University of Oslo; Karen M. Hammerness, American Museum of Natural History
Linking Practice to Theory in Teacher Education: Teacher Candidates' Opportunities to Talk About Field Experiences - Inga Staal Jenset, University of Oslo; Kirsti Klette, University of Oslo; Karen M. Hammerness, American Museum of Natural History
Preparing Quality Teachers: Coherence and Connectedness - Pauline Swee Choo Goh, Sultan Idris Education University, Malaysia; Qismullah Yusuf, Sultan Idris University of Education; Amir-Hasan Dawi, Sultan Idris University of Education; Kung Teck Wong, Sultan Idris University of Education
Diversity in Coherence: A Comparison of Coherence Across Three Teacher Education Programs - Esther T. Canrinus, University of Oslo; Kirsti Klette, University of Oslo; Karen M. Hammerness, American Museum of Natural History; Ole Kristian Bergem, University of Oslo