UV9347 – What does professional learning mean for teachers and teacher educators?
This course focuses on professional learning through two different, but also related, approaches. The first part examines the concept “professional learning” and relates it to higher education and selected research projects. The second part examines aspects of how the increased development and employment of digital technologies in workplace settings as well as in the educational system affect professional learning. We will discuss these two approaches separately as well as implications when we juxtapose them. During the two days there will also be opportunities for presenting and discussing students’ papers.
Organiser: NATEDs Track 4 in cooperation with the Department of Teacher Education and School research (ILS)
Responsible: Professor Andreas Lund (ILS) and Associate Professor Anniken Furberg (ILS).
Guest Professors: Professor Professor Viv Ellis, Brunel University, London
- bring about a deeper understanding of teacher education as professional learning
- bring about a deeper understanding of the role of universities in professional learning
- examine key empirical findings on relations between higher education, policies and teaching practice
- identify the role of digital technologies in education, core constructs and some implications
- examine technology rich designs and practices
- bring about insights as to how digital technologies impact higher education, professional learning, and teacher education
Admission: PhD-candidates enrolled in NATED will be given priority, but it is also possible for other PhD-candidates to apply for the course.
- Location: University of Oslo.
NB: 21. november room U29 Helga Engs hus. 22. november room Ø266 Fysikkbygningen
- Dates: 21-22 November, 2013
- Duration: 14 hours, two days
Part one: Professor Viv Ellis (Brunel University, London): What does 'professional learning' mean for teachers and teacher educators?
The first part of the seminar will explore the meaning of professional learning in the contexts of teaching and teacher education. As such, there will be a twin focus on the profession (defined as an historically contingent occupational category, riven with internal contradictions) and on higher education, specifically the category of institution known as the public university, with democratic as well knowledge-creating responsibilities. I will support my argument with reference to three research projects: a formative intervention into a teacher education partnership; a multi-methods study of the labour of university-based teacher educators in the UK; current research into the pedagogies of teacher education for 'urban' schools in four cities around the world that considers the local constructions of teaching and teacher education in a global context.
Part two: Associate Professor Anniken Furberg and Professor Andreas Lund (ILS, UiO): When professionals go digital: tasks, tools, activities and assessment
The second part of the seminar will focus on some educational practices that have consequences for how we understand professional learning in a networked society. Theoretically we will examine the role of digital technologies and the relationship between agents and such technologies. Empirically, we will draw on a number of projects where digital technologies have been used for educational purposes. Finally, we will discuss implications for professional development and teacher education
- 1 credit points for course participation (80% attendance required)
- 3 credit points for course participation and submitted paper