NAFOL profile: Annfrid Rosøy Steele

Teacher Education in Transformation

Annfrid Rosøy SteeleMy project seeks to explore how teacher educators can use increased R&D to strengthen the development of professional identity among the students in the new teacher education programs. The approach will be action research, where I will put together and participate in focus groups that represent teachers from the theoretical education and the praxis education.

The reasoning for focus groups as a methodical tool is inspired by Wolfgang Klafki’s theory of education and the concept of categorical reform, which confirms pedagogical research and theory and pedagogical practice, two separate fields to be dependent on each other and should interact in a permanent feedback process. For Klafki it is a cooperation process between the pedagogical theorists and practitioners that can mend the understanding gap between theory and praxis. Klafki’s theory and my personal experiences as a teacher and a teacher educator give me a perception that the process of making theory and praxis merge earlier will make it clearer that cooperation is vital between students and the teacher educators from both sides (the theoretical and the praxis). My research questions are: how R&D can integrate in the new teacher education programs? And, which role does reflection play in relation to developing a common understanding for R&D?

I will link my project to a theoretic orientated AR with an emancipatory aim. My goal is to answer how R&D can integrate in the new teacher education programs at the University of Tromsø? However, my project will also have a purpose oriented AR aim when I attempt to answer my second research question, which role does reflection play in relation to developing a common understanding for R&D?Focus groups will be put together for a constructive process, with the aim of finding ways for R&D to be an integrated part in the new teacher education programs. Reflection (Habermas; Klafki,) will have a main focus for the integration process since it is how we develop concept and knowledge for how we act.

In focus groups, reflection can give a common understanding for how R&D can be integrated in practice, by reflection over common concepts in teaching, learning from and off each other and because of that, create a common understanding for R&D (Klafki) and have a collaborative effect. If the stronger connection with R&D will make theory and praxis more intertwined, this will be determined for a stronger developed professional identity that is the goal for the new teacher education.

Abstract (docx file)