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ERIC Number: EJ973912
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-0965-0792
Bridging Theory and Practice in Norwegian Teacher Education through Action Research
Husebo, Dag
Educational Action Research, v20 n3 p455-471 2012
Handling the relationship between theory and practice is seemingly an endless challenge in Norwegian teacher education, and bridging theory and practice is highlighted whenever discussions about improvement of teacher education are raised. This article contributes to this discussion by shedding new light on the relationship through an analysis of empirical findings recorded in a subject-oriented action research project. The project was conducted as part of the subject Religion, Philosophies of life and Ethics integrated into teacher education at the University of Stavanger in 2008/09, and its name was "Teaching about Religious Diversity in School--Applying and Developing an Interpretive Cultural Approach to Religious Education." As the name indicates, the project has tried out a particular approach to religious education. The tryout has been done by a community of practice. In this article I am asking whether findings from the project are pointing towards pedagogical approaches possible to categorize on a meta-level, and in which way these detected approaches shed new light upon the relationship between theory and practice in teacher education.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway