This Norwegian-led, internationally relevant edited collection provides new insights into the transformation of teacher education programmes of the future by collating novel and cutting-edge innovations gleaned from ProTed, the Centre for Professional Learning in Teacher Education in Norway.

Presenting research findings from a 10-year funded period of innovation and practice, the book discusses the implementation and dissemination of successful innovations to other teacher education institutions, both national and international. Led by direct experiences combined with empirical results, chapters explore a variety of methods that promote best practice within universities and higher education programmes. These include the progression and coherence in programme design, the relationship and partnerships between university campus and schools, teachers’ professional identities and communities, integrated teacher education, and the advantages of using video technology in teaching practice for a digital future.

Ultimately serving as a useful tool for research-based knowledge to inform policy development, this book will be of interest to researchers, scholars, and postgraduate students in teacher education, higher education, and teacher reform more broadly. Those interested in research design will also find the book useful.

part I|87 pages

Development of integrated teacher education in Norway

Size: 0.37 MB

chapter 4|14 pages

Coherence in teacher education

A case of research-based reform
Size: 0.15 MB

part II|64 pages

Research literacy in teacher education

chapter 8|15 pages

Student teachers as co-researchers

Connecting research and education in the Co-research model
Size: 1.34 MB
Size: 0.12 MB

part IV|22 pages

Development of professional identity

chapter 13|11 pages

Promoting professional identity development

Teachers as mentors on campus
Size: 0.10 MB

part V|29 pages

Video as a means of connecting coursework to teaching practice

chapter 15|13 pages

Video as a tool to connect coursework to teaching practice

Learning to reason around specific teaching practices
Size: 0.13 MB

part VI|11 pages


chapter 17|9 pages


Teachers as epistemic change agents
Size: 0.10 MB