NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1002764
Record Type: Journal
Publication Date: 2013-Feb
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0742-051X
The Valuation of Knowledge and Normative Reflection in Teacher Qualification: A Comparison of Teacher Educators, Novice and Experienced Teachers
Caspersen, Joakim
Teaching and Teacher Education: An International Journal of Research and Studies, v30 p109-119 Feb 2013
The transition from teacher education to work in schools has been described as an "epistemic clash". Teacher educators', novice teachers' and experienced teachers' valuation of the academic, practical and normative demands of teaching are compared using survey data from teacher education and schools. All groups value academic knowledge and practical skills highly. Teacher educators take a more positive attitude toward inclusion, and differ in their views of the normative demands of teaching. The role of teacher education as a corrective to the contemporary demands made of schools through political and international policy initiatives is emphasized. (Contains 4 tables and 1 figure.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A