How to strengthen coherence in teacher training Kåre Heggen, Professor Volda University College and Oslo and Akershus University College Finn Daniel Raaen, Professor Oslo and Akershus University College ISCAR September 2014

Teacher education for primary and lower secondary school in Norway A combination of education in college and practicum in practice schools Practice schools then play an important role in teacher training – beside the main purpose; to educate own students

Two kinds of premices or understandings for the project Norwegian teacher training too weakly integrated between campus and practicum – one argument for a new model for teacher training for primary schools from 2010 Coherence as an important concept in international discussions and research about teacher training, often described as «shared understanding among faculty» (Tatto, 1996) Presentasjonens tittel 03.01.2019

First part of the project Investigate the practice schools’ contribution to integration and coherence in teacher training Presentasjonens tittel 03.01.2019

School climate Positive school climate promotes cooperative learning, group cohesion, respect and mutual trust – contribution to the learning environment (Kerr et al, 2004) For mentors but also for student teachers (Hamre & Pianta, 2001) Also school-leaders’ role of great significance for the development of a good learning context (Leithwood & Riehl, 2003)

Research question How important seems school climate in practice schools to be for the practice teachers’ work, and concequently for the quality of students teachers’ learning during practicum?

Methods Survey data from 2205 teachers from 111 Norwegian practice schools in 2008 (62 percent of the total sample). 1869 of them answered our question of school climate Answers from 389 practice teachers at the same 111 schools about quality of practicum

Independent variable: School climate. 5-point scales The student teachers are seen as a resource at this school We learn much being a practice school To be a practice school is a collective responsibility with us All teachers at this school are engaged in the preparation for practice periods All teachers at this school get good information before each practice-period Chronbach’s Alpha=0,781 Sum scores make 4 groups: Low score (30 schools), medium/low (36), medium/high (23) and high (22)

Dependent variables Cooperation with college/university Preparation of the practice period Carrying out practice (Accomplishment) Assessment Assessing students suitability (Suitability) Evaluation of own work Supplementary work

The role of the practice teacher: Survey from 45 of them (2011) About half of the mentors do not work in community with others – if possible all would do Considerable variation in support from school leaders: the proactive leader and the reactive leader Relationship with discipline teacher at college generally described in positive terms The effect of cooperation with college more varied – a lot of suggestions: «more clear information», «more visits», «not so theoretical»; etc.

Discussion A good school climate makes a sound ground for practice teachers’ work and student teachers’ learning outcomes The school-leaders’ contribution is probably of great importance to create a sound basis for the quality of practicum and practice learning Mutual support and cooperation between practice school and college facilitates the development of good learning activities between student teachers and practice teachers in the practicum -> needs to be studied further

Second part of the project A qualitative second part of the project is conducted in 2013/2014 after the reform in 2010, to see if conditions have changed: Interviews with campus teachers, practice teachers and school-leaders from two teacher training programs in Norway. Will be published in 2015 Presentasjonens tittel 03.01.2019