The Experts below are selected from a list of 90 Experts worldwide ranked by ideXlab platform
Roni Bamber - One of the best experts on this subject based on the ideXlab platform.
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compulsory Higher Education Teacher training joined up policies institutional architectures and enhancement cultures
International Journal for Academic Development, 2005Co-Authors: Paul Trowler, Roni BamberAbstract:A number of countries, including Sweden and the UK, are considering the introduction of compulsory Teacher training for Higher Education (HE) lecturers. This paper assesses whether such a policy is likely to achieve its aims, and the issues that may arise as the policy is implemented. The paper draws on experience with this policy in Norway, empirical research from relevant studies, and on social practice theory to illuminate the processes involved and identify prospects and pitfalls. The paper concludes that while compulsory Higher Education Teacher training may achieve some of its goals, as a standalone policy it is unlikely to achieve them all. Higher Education institutions and their staff are involved in multiple games, with competing goals and different rules. Meanwhile Higher Education policy‐making often lacks coherence, with contradictory outcomes in different areas of policy. If policy‐makers at all levels are serious about the enhancements to teaching and learning that compulsory training is des...
M L L Volman - One of the best experts on this subject based on the ideXlab platform.
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Teacher educators their identities sub identities and implications for professional development
Professional Development in Education, 2010Co-Authors: Anja Swennen, Ken Jones, M L L VolmanAbstract:In this article we address the question: ‘What sub‐identities of Teacher educators emerge from the research literature about Teacher educators and what are the implications of the sub‐identities for the professional development of Teacher educators?’ Like other professional identities, the identity of Teacher educators is a construction of various aspects or facets, which we prefer to call sub‐identities. We are interested to learn what sub‐identities might constitute the main identity of what we generically refer to as ‘Teacher educators’ and, to achieve this, we set out to analyse the research literature relating to Teacher educators to search for ways in which such sub‐identities might be explicitly or implicitly described. Based on the research literature we found four sub‐identities that are available for Teacher educators: schoolTeacher, Teacher in Higher Education, Teacher of Teachers (or second order Teacher) and researcher. We also found a view on Teacher educators as Teachers in a more generic w...
Paul Trowler - One of the best experts on this subject based on the ideXlab platform.
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compulsory Higher Education Teacher training joined up policies institutional architectures and enhancement cultures
International Journal for Academic Development, 2005Co-Authors: Paul Trowler, Roni BamberAbstract:A number of countries, including Sweden and the UK, are considering the introduction of compulsory Teacher training for Higher Education (HE) lecturers. This paper assesses whether such a policy is likely to achieve its aims, and the issues that may arise as the policy is implemented. The paper draws on experience with this policy in Norway, empirical research from relevant studies, and on social practice theory to illuminate the processes involved and identify prospects and pitfalls. The paper concludes that while compulsory Higher Education Teacher training may achieve some of its goals, as a standalone policy it is unlikely to achieve them all. Higher Education institutions and their staff are involved in multiple games, with competing goals and different rules. Meanwhile Higher Education policy‐making often lacks coherence, with contradictory outcomes in different areas of policy. If policy‐makers at all levels are serious about the enhancements to teaching and learning that compulsory training is des...
Anja Swennen - One of the best experts on this subject based on the ideXlab platform.
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Teacher educators their identities sub identities and implications for professional development
Professional Development in Education, 2010Co-Authors: Anja Swennen, Ken Jones, M L L VolmanAbstract:In this article we address the question: ‘What sub‐identities of Teacher educators emerge from the research literature about Teacher educators and what are the implications of the sub‐identities for the professional development of Teacher educators?’ Like other professional identities, the identity of Teacher educators is a construction of various aspects or facets, which we prefer to call sub‐identities. We are interested to learn what sub‐identities might constitute the main identity of what we generically refer to as ‘Teacher educators’ and, to achieve this, we set out to analyse the research literature relating to Teacher educators to search for ways in which such sub‐identities might be explicitly or implicitly described. Based on the research literature we found four sub‐identities that are available for Teacher educators: schoolTeacher, Teacher in Higher Education, Teacher of Teachers (or second order Teacher) and researcher. We also found a view on Teacher educators as Teachers in a more generic w...
Anne Moen - One of the best experts on this subject based on the ideXlab platform.
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KP-LAB Knowledge Practices Laboratory -- Synthetic report of research and development of professional knowledge practices
2006Co-Authors: Hanna Toiviainen, Mikko Höynalänmaa, Jiri Lallimo, Anne Moen, Ole Smørdal, Anders Mørch, Seppo ToikkaAbstract:This deliverable has been produced in the context of the Knowledge-Practice Laboratory (KPLab) project, which is aimed at facilitating innovative practices of working with knowledge in Higher Education, Teacher training, and professional networks. This delverable is a synopsis of the first experiences encountered during the first 6 months of the work in WP10. WP10 focused on tools and practices where elicitation, capturing and creating knowledge in different representational modes aims to making them available for problem solving and collaborative knowledge advancement in professional networks. During the first 6 months the emphasis of work has been on the state-of-the-art research, organizing and negotiating the empirical cases with professional organizations and on the coevolutionary process of defining the requirements of KP-Lab tools and practices. State-ofthe- art research has concentrated on how In WP 10 we have started to refine the research approaches as there were no ready made approaches available to us. Drawing on previous experiences we will continue to elaborate and develop Change Laboratory® approach and Participatory Change Process approach. To do so, we have negotiated access to and secured collaboration with several empirical partners. The cases allow for exploring current tools and practices embrace complexity, and engage domain experts - from health care, software company, global forest industry consulting. Lastly, our work has led to some initial requirements of the KP-Lab tools and practices and support for capturing, eliciting, reusing and suggesting new tools and practices.
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KP-LAB Knowledge Practices Laboratory -- Report on outcomes of empirical studies
2006Co-Authors: Anders Mørch, Kathrine Nygård, Renate Andersen, Shazia Mushtaq, Damir Nedic, Espen Olsen, Trond Eiliv Hauge, Gunn Vedøy, Svein Olav Norenes, Anne MoenAbstract:This deliverable has been produced in the context of the Knowledge- Practice Laboratory (KP-Lab) project. KP-Lab focuses on innovative practices of working with knowledge in Higher Education, Teacher training, and workplaces. Participants of WP10 are University of Helsinki, University of Oslo and Pöyry Forest Industry representing both researchers and practitioners. WP10 explores knowledge practices in workplaces to understand more of the ways professionals create, use, communicate, and embed knowledge in their work. Such understandings will be made available for subsequent problem-solving in individual and collaborative knowledge advancement. In a longer term perspective this allows to explore professionals knowledge creation and production processes during boundary crossing between workplaces, from workplaces to Education, and from Higher Education to workplaces. In this deliverable we report empirical findings from the case studies that are currently active in the portfolio of cases. We draw attention to aspects of artefact production, knowledge creation and practice transformation. In our studies knowledge-creation and transformation of practice rests in the interplay of tools, activities and actors. In the cases reported here, the tools provide either a) arena for productive interactions and knowledge creation, b) resources for knowledge creation and practice transformation or c) means for data collection and analytic work. The activities points to many examples where new structures of participation in knowledge work are exemplified as boundary crossing or horizontal movements as professional contribute their expertise to solve open-ended problems. The findings in the cases studies reported here will also be a resource in the continuation of work as more integrated studies; leading and satellite studies with extended pilots. In addition, the outcomes of the studies can feed into refinement of process-sensitive methodologies, exploitation and refinement of the KP-Lab Reference Model and elaboration of pedagogical models for open-ended, object-oriented inquiry as explained in pedagogical R&D in the revised research plan.