1. 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

2. 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

3. 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

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

5. 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)

6. 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?

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

8. 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)

9. 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

11. 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.

12. 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

13. 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