The purpose of this article is to elucidate how a student teacher in Norwegian Early Childhood Education is enabled to relate practical experiences to theoretical concepts in conversations with a practicum teacher. We aim to demonstrate how the teacher and the student actually employ theoretical concepts during a practicum. The methodological…

Being a professional teacher involves developing professional agency. Among the important standards of professional agency is the ability to justify classroom practices in light of conceptual knowledge and transformative reflection and clarify personal commitments and intentions in decision-making processes. This study explored how 12 student…

The purpose of this instrumental case study was to investigate one single case of four preservice music teachers' (PMTs) in their teaching practicums, carried out as a part of a Norwegian general teacher education program. The main data sources were based on material from three focus group interviews and observations from the PMT's teaching…

This article draws on a classroom project to explore the complexities of collaborative teaching within the music classroom, where a professional team collaborated to facilitate digital music-making at a lower secondary school in Norway during a student teacher practicum placement. The collaborative team, including in-service and pre-service…

Teaching with virtual worlds provides new means for collaborative learning but creates challenges for teachers in terms of IT skills. To address these challenges, we developed a teaching model for using virtual worlds in classroom practices and applied it to Minecraft in several rounds of design-based research experiments. Our conceptual framework…

This paper explores student teachers' academic preparation to be teachers. Despite the fact that a persisting criticism is directed towards the 'academic' part of teacher education, we know little about student teachers' academic learning practice as learners in higher education. The paper reports on a Norwegian study of 24 student teachers and…

This article focuses on student teachers' professional development and explores how the students connect theory and practice in these processes. Data consist of 17 talks during weekly seminars with 15 preschool student teachers and a group of researchers both at campus and at the practicum placements during their first term. Initially, the…

Motivating students to endure teacher education and enter teaching is a pressing challenge in many countries. We address this challenge by exploring the concept of "situational interest" (SI) in teacher education and students' interest in teaching. Survey data was collected from Norwegian student teachers (N = 347) using a…

This study was conducted within the framework of the cultural historical activity theory (CHAT), focusing on tripartite collaborations among university teachers, practice teachers, and student teachers. Change Laboratory workshops were held, where participants discussed what enables and what constrains student teachers to accomplish their…

ITE has been criticised for being disconnected, with different languages being spoken in the two learning arenas of campus and schools. Bringing people together, such as through formal university-school partnerships, is not enough to open up communicative learning spaces -- sites of collaborative learning that are democratic, safe and supportive.…

Numerous studies emphasise the contribution of inquiry-based learning approaches to positive learning outcomes for students; however, in this study, we explore how a scientific methods assignment may qualify as a profession-oriented, inquiry-based learning approach in teacher education. The paper presents analysis of student teachers' reports on a…

This paper uses scaffolding theory to examine structures surrounding Norwegian preschool student teachers on placement in India. Through a case study involving a teacher-training programme in Norway, we explore the extent to which learning outcomes from international placements in a foreign cultural context depend on scaffolding structures. Using…

Background: Internationally, teacher education usually involves close school-university cooperation. In Norway, such collaboration includes enabling student teachers to develop into researching teachers. In this article, our interest lies in how the Change Laboratory (CL), a form of participatory workshop, can lay the foundation for three-way…

This case study explores arts-based teaching and learning in generalist teacher education by focusing on student teachers' aesthetic learning processes in a professional workshop. The workshop is included in a Norwegian teacher education programme, where the student teachers learn "about" and "through" aesthetic learning…

Teacher education in Norway has the form of a five-year, research-based program with three or four subjects studied at the master's level. The aim of the project that this study builds on was to both prepare student teachers for future work and enhance their development in schools and universities as they worked on their R&D assignments and…