Toward a More Sustainable Pre-service Teacher Education: A Study in Progress

Claire Vaugelade Berg (), Barbro Grevholm (), Åse Haraldstad (), Bente Velle Hellang (), Annbjørg Håøy (), Aslaug Kristiansen () and Gro-Renèe Rambø ()
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Claire Vaugelade Berg: University of Agder
Barbro Grevholm: University of Agder
Åse Haraldstad: University of Agder
Bente Velle Hellang: University of Agder
Annbjørg Håøy: Oslo and Akershus University College of Applied Science
Aslaug Kristiansen: University of Agder
Gro-Renèe Rambø: University of Agder

Chapter Chapter 4 in Higher Education in a Sustainable Society, 2015, pp 51-64 from Springer

Abstract: Abstract In this chapter, Toward a more sustainable pre- service teacher education: a study in progress, Claire Vaugelade Berg, Barbro Grevholm, Åse Haraldstad, Bente Velle Hellang, Annbjørg Håøy, Aslaug Kristiansen and Gro-Renèe Rambø argue that: “A sustainable teacher education includes developing pre-service teachers’ awareness of the advantages and consequences of adopting a critical stance: a stance where one looks critically and self-critically at everyday-teaching practice, and aim at improving it in order to achieve pupils’ meaningful understanding of the subject matter.” The aim is to supply teachers with relevant skills that make them become well-qualified teachers. The role of developing values is a core objective in teacher education, and the chapter discusses how teacher education can develop a model with a good relation between theory and practice. Education is thus presented as providing the basis for sustainability.

Keywords: Teacher Education; Prospective Teacher; Teacher Education Programme; Future Teacher; Mathematics Teacher Education (search for similar items in EconPapers)
Date: 2015
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Persistent link: https://EconPapers.repec.org/RePEc:spr:csrchp:978-3-319-15919-5_4

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DOI: 10.1007/978-3-319-15919-5_4

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