Newly Qualified Teachers’ Understandings of Research-based Teacher Education Practices−Two Cases From Finland and Norway-Reference-Cited by-同舟云学术

Newly Qualified Teachers’ Understandings of Research-based Teacher Education Practices−Two Cases From Finland and Norway

Published:2019-09-12 Issue:1 Volume:65 Page:123-139
ISSN:0031-3831
Container-title:Scandinavian Journal of Educational Research
language:en
Short-container-title:Scandinavian Journal of Educational Research

Author:

Jakhelln Rachel¹^ORCID,Eklund Gunilla²³^ORCID,Aspfors Jessica²⁴^ORCID,Bjørndal Kristin¹,Stølen Gerd¹

Affiliation:

1. Department of Education, The Arctic University of Norway, Tromso, Norway

2. Faculty of Education and Welfare studies, Åbo Akademi university, Vasa, Finland

3. Faculty of Education and International Studies, Oslo Metropolitan University, Oslo, Norway

4. Faculty of Education and Arts, Nord University, Bodo, Norway

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00313831.2019.1659402

Reference68 articles.

1. Does Teacher Education Matter? An Analysis of Relations to Knowledge among Norwegian and Finnish Novice Teachers

2. Afdal, W. H. (2012a). Constructing knowledge for the teaching profession. A comparative analysis of policy making, curricula content, and novice teachers’ knowledge relations in the cases of Finland and Norway (Unpublished doctoral dissertation). Faculty of Educational Sciences, University of Oslo.

3. Evaluating Interpretive Inquiry: Reviewing the Validity Debate and Opening the Dialogue

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