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Innovations in Nordic Teacher Education: Examples of integrating Digital Technologies for innovations
Mon, April 12, 9:30 to 11:00am EDT (9:30 to 11:00am EDT), International Aligned Associations, Nordic Educational Research Association - NERASession Type: Invited Speaker Session
Abstract
Teacher education is important for preparing teachers to respond to new challenges and calls to be innovative. However, it is often seen as being resistant to change and slow to innovate, for instance enacting new technologies or to help students transform decontextualized theories and knowledge that are presented into contextualized strategies and skills useful in the classroom.
The aim of this symposia is to contribute to the discussion about how innovations and technologies can be utilized (or not) from different perspectives in order to promote the professional development of new teachers. We do this by presenting research on innovation from a practical and campus-based perspective in teacher education and with a conceptual, approach to understanding innovation in the educational sector.
Sub Unit
Chairs
Papers
Disruptive innovation in teacher education? - Göran Fransson, University of Gävle; Eli Lejonberg, University of Oslo
Student teachers’ experiences of using technologies to communicate their master’s theses in a popular scientific way – an innovative approach from Finnish teacher education - Jessica Aspfors, Abo Akademi University; Gunilla Maria Eklund, Åbo Akademi University; John Henriksson, Abo Academy University
An innovative approach for teacher students to learn about bullying via an immersive Virtual Reality bullying experience - Göran Fransson, University of Gävle; Jörgen Holmberg, University of Gävle
Mentors’ use of a combined tool of question templates and student teachers’ video clips to enhance reflection and professional development - Tove Seiness Hunskaar, University of Oslo, Department of Tecaher Education and School Research
Tools for the school based mentoring of preservice teachers: A scoping review - Katrine Nesje, University of Oslo; Eli Lejonberg, University of Oslo