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An action research approach to initial teacher education in Norway

Flornes, Kari (2007)
Ph.D. thesis, University of Birmingham.

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Abstract

This study is an Action Research approach to Initial Teacher Education (ITE) in Norway. Starting from the most important question for me as a teacher educator in Religious Education (RE), namely, ‘How can I improve my practice?’ I create an Action Research investigation over three cycles. Considering the limited framework of the RE programme in Norway and the lack of sufficient structures for student teachers, in particular RE student teachers, to use for education and stimulus in their professional and personal growth, I argue that the teaching and learning activities in the process of learning and learning to teach have to be carefully chosen and creatively implemented. Through this Action Research I conclude that the pedagogical tools derived from Personal Construct Psychology and Positive Psychology and implemented in my study serve as appropriate catalysts for improved interactions and relationships between student teachers, mentors and teacher educators. In the process of becoming and being a teacher, and in my research, these catalysts not only promote reflection about personal performance in the classroom, but they seem to stimulate a valued process of self-assessment, in challenging future teachers to identify their personal strengths and weaknesses.

Type of Work:Ph.D. thesis.
Supervisor(s):Hull, John M.
School/Faculty:Schools (1998 to 2008) > School of Education
Department:Education
Additional Information:

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Subjects:LB Theory and practice of education
BF Psychology
Institution:University of Birmingham
Library Catalogue:Check for printed version of this thesis
ID Code:122
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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