Program NAFOL conference 2022
Trondheim 13–15 June, 2022
Monday 13 June 2022
13.00–13.30 Formal opening
- Artistic performance and welcome
- State Secretary Oddmund Løkensgard Hoel
- Pro-Rector Education Marit Reitan, Norwegian University of Science and Technology
- Head of NAFOL Kari Smith
13.30–14.15 Keynote: Research on Teacher Education: Current and Future Agendas
- Marilyn Cochran-Smith, Cawthorne Professor of Teacher Education for Urban Schools at the Lynch School of Education, Boston College, USA
Research on Teacher Education: Current and Future Agendas
Although research on teacher education is a relatively young field, it is also a sprawling field, including both more social science-oriented empirical research and more humanities-oriented conceptual research. Unprecedented international attention to teacher quality over the last 30 years, especially to the ways teachers are prepared and supported, has amplified the conceptual, methodological, and analytical variety and complexity of the field and also introduced new perspectives that have shaped the ways we think about the enterprise of teacher education. This keynote presentation will focus on current and future research on teacher education by identifying five broad research agendas that are among the most vibrant and important internationally: (1) teacher education, policy, and public discourse; (2) teacher education, equity, diversity, and justice; (3) teacher education, technology, and virtual learning; (4) teacher education, practice, and pedagogy; and, (5) teacher education and agency, autonomy, and inquiry. For each of these very broad agendas, the presentation will introduce and conceptualize the topic, identify core questions and issues, and highlight selected examples of both conceptual and empirical research from a number of different countries. The presentation will conclude with consideration of how these agendas are related to each other and to larger issues in education.
14.30–15.15 Roundtable discussion: How to make use of educational research?
- Sven-Erik Hansén, Professor Emeritus at Åbo Akademi University, Finland
- Lise Iversen Kulbrandstad, Professor at Inland Norway University of Applied Sciences/UHR, Norway
- Oddmund Løkensgard Hoel, State Secretary
- Steffen Handal, Leader of Union of Education Norway
15.45–17.15 Paper sessions/Round table/Poster session
17.30–18.15 Post-NAFOL – lessons learned for the future
- Mingling and finger food
Tuesday 14 June 2022
09.00–09.15 Good morning
- Artistic performance
- Ola Buan Øien, NAFOL alumni/Nord university, Norway
09.15–10.15 Keynotes: The art of teaching and the teaching of art
- Gert Biesta, Professor of Public Education in the Centre for Public Education and Pedagogy, Maynooth University, Ireland, and Professor of Educational Theory and Pedagogy at the Moray House School of Education and Sport, University of Edinburgh, UK
- Liora Bresler, Professor Emerita College of Education,University of Illinois Urbana-Champaign, USA
The art of teaching and the teaching of art
Liora Bresler and Gert Biesta
In this session we will give two brief presentations in which we explore relationships between teaching and art and ask what these explorations may entail for teachers, teaching, and research.
Inspiration from the arts: Being, doing, and staying attuned
In my talk, I suggest that the processes involved in aesthetic and artistic sensibilities and experiences can be vital forces in school curriculum (what is taught), teaching (how it's taught), and research as an act of perception, creation and communication. The arts call for an inner/outer exchange, moving between inner landscapes and artistic forms. At the edge between knowledge/skills and unknowing, the arts integrate the conceptual and the experiential. While providing expression of who we are, the dialogue of shaping and being shaped by what we create is further transformative. Drawing on my research on arts education in elementary and secondary schools and on teaching qualitative methodologies, including aesthetic-based research, I discuss how the qualities of doing, being, communicating and staying attuned are at the heart of education and inquiry.
The aesthetics of teaching and the teacher’s secret
When we watch a painting, listen to music, or read a novel, this may affect us in some way, but if it is good art and not sentimental propaganda, it leaves us free what to do with how we are affected. And so it is with good teaching. Teaching is never a cause that produces pre-defined learning outcomes. Good teaching tries to focus the attention of students, but leaves it to them to figure out what they do with what comes to their attention. This means that the efficacy of teaching is aesthetic, not mechanistic. In my presentation I will reflect on the aesthetics of teaching and more specifically on what this means for teachers. Can they share their intentions with their students? Or is there something that needs to remain secret if teaching is to have any effect at all?
10.30–12.00 Paper sessions/Round table
13.00–13.45 Keynote: School-based teacher educators: Understanding their identity, role and professional learning needs as dual professionals
- Amanda Berry and Simone White
NAFOL students’ knowledge production in Norwegian teacher education – A descriptive analysis of 140 PhD theses
- Anna-Lena Østern, Professor Emerita attached to Åbo Akademi University, Finland, and NTNU, Norway
NAFOL students’ knowledge production in Norwegian teacher education - A descriptive analysis of 140 Ph.D. theses
A characteristic of the seminars in the doctoral school NAFOL is strengthened supervision. Every student has from their own institution a main supervisor or two. What NAFOL has contributed with is a supervising teamwork at the seminars. The first dissertation from a NAFOL student is from 2012, and now ten years later the number is about 140. In this key note I will take a closer look at the knowledge contributions from these dissertations concerning as well methodology as substance matter. Has NAFOL changed the Norwegian teacher education landscape, in case how?
Anna-Lena Østern has been teacher and teacher educator in Finland and Norway. She was the academic leader of NAFOL from 2010 to 2015. Her latest book is Teaching and learning through dramaturgy Education as an artful engagement (2021, Routledge).
While you are doing your doctorate, life happens
- Marit Ulvik, Professor, University of Bergen, Norway
While you are doing your doctorate, life happens
PhD-candidates in Norway are in a privileged position and should be happy. Nevertheless, there are challenges. The candidates might feel isolated, have conflicts with supervisors or might lack institutional support. However, these issues are not the common challenges. What makes it hard to finish a doctorate is that during the hard work that demands concentration, life happens. As coordinator of a cohort in NAFOL, I have followed at close range PhD-candidates processes. I have experienced how NAFOL has a potential to offer support, but also that the support needs to be accepted by candidates as well as by their institutions.
It takes a village to foster a researcher
- Catrine Torbjørnsen Halås, Associate Professor, Nord University
It takes a village to foster a researcher
Catrine Torbjørnsen Halås
To become a researcher, you must learn to master a form of practice, where you will acquire specific knowledge, skills and attitudes. The research educations are largely organized as a mixture of teaching, self-study, learning by doing and learning within practice communities. As a researcher, you must be able to navigate and deal with a range of tensions, which balance between acting as autonomous and responsible subjects and at the same time as part of different communities. As a cohort coordinator in NAFOL, I have experienced the research school as an important educational and formative arena, which supports the PhD candidates in this development.
16.00–17.00 Paper sessions/Round table
17.15–18.15 Keynote: What’s Missing in the Interplay between Education Policy and School Development? The Cases of Israel and England
- Jean Murray, Professor of education Emeritus at the School of Education and Communities, University of East London, UK
- Lily Orland-Barak, Professor at Faculty of Education, Dean of Graduate Studies, The University of Haifa, Israel
What's Missing in the Interplay between Education Policy and School Development? The Cases of Israel and England'.
- Professor Lily Orland-Barat
- Professor Emerita Jean Murray
This presentation will be a critical conversation between two professors of education, both still practising teacher educators and researchers, with deep commitments to the ongoing development of both teacher education and schooling systems in our respective countries (Israel and England).
In this presentation, we aim to identify and discuss what we consider to be ‘missing’ elements of education policy in the area of teacher education specifically. We will then explore how those elements or absences, often resulting in our view from a lack of holistic vision across both schooling and teacher education systems, have impacted on and sometimes limited the potential for school development in each nation.
The first part of the presentation will analyse the translation of policy into practice in a new mentoring reform in Israel, identifying how and why this policy developed and its ongoing effects on practice in schools supporting teacher education students and serving teachers. The second part will take the case of recent, proposed changes to the initial teacher education curriculum in England, considering both the ‘reforms’ themselves and their likely effects on future students and teachers and their potential to contribute to vibrant, creative and research-informed school development programmes.
20.00 Conference dinner
Wednesday 15 June 2022
09.00–09.15 Good morning
- Audun Mollan Kristoffersen, NAFOL Cohort 10/NTNU and Trondheim Municipality
09.15–10.15 Keynote: FROM PRACTICE TO RESEARCH AND BACK: linking pedagogy and methodology in teacher education
- Ruben Vanderlinde, Professor at the Department of Educational Studies at Ghent University, Belgium
- Geert Kelchtermans, Professor at Faculty of Psychology and Educational Sciences, KU Leuven, Belgium
FROM PRACTICE TO RESEARCH AND BACK: linking pedagogy and methodology in teacher education
Geert Kelchtermans & Ruben Vanderlinde
Developing research competencies has been a core element in the professionalization of teacher educators across the globe. Mastering the technicalities of the research process (problem statement and research questions, methodologically sound strategies for data collection and analysis, reporting…) constitutes a demanding task for teacher educators. Yet, reconciling and combining research agendas in a feasible and sustainable way with one’s actual teaching practice often makes up an even bigger challenge for the practitioners involved.
In this lecture we build on insights from our own experiences with facilitating the development of research competencies in teacher educators. In the first part we present our stance on the relationship between professionalization, research and the practices of teacher education and teacher educators. In the second part we present a number of exemplary cases of how teaching pedagogy and research methodology can be intertwined as to make practice-based research in teacher education possible. Not only as a means to improve the quality of the educational practice, but also as a contribution to the developing research-based knowledge of teacher education. Drawing a.o. on our experiences in the Flemish program “Educating Teacher Educators” (Opleiding voor Lerarenopleiders), we will elaborate both on the practice and the underlying rationale of the examples. In the final part of the lecture, we’ll open up for a structured discussion with the audience, inviting in particular the alumni of NAFOL to critically reflect on our argument in relation to their own experiences in combining research and teacher education practice.
10.30–11.30 Keynote: PLATO: Measuring quality and stabilizing a phenomenon
- Kirsti Klette, Professor at the Department of Teacher Education and School Research, University of Oslo, Norway
- Tone Kvernbekk, Professor at the Department og Education, University of Oslo, Norway
PLATO: MEASURING QUALITY AND STABILIZING A PHENOMENON
Kirsti Klette, University of Oslo and Tone Kvernbekk, University of Oslo
The context for our presentation is the interplay between theory and classroom research. In our presentation we propose to discuss and analyze PLATO, an observation manual for use in studying and evaluating teaching. First the manual itself will be presented and briefly assessed, and its inherent conception of teaching will be tentatively teased out. Our ensuing analyses will run along two angles. First, the potentiality of using this manual as an instrument for measuring the quality of teaching and various teaching episodes. Second, the potentiality for using this manual to illustrate the philosophical and empirical intricacies in stabilizing a phenomenon, i.e. making it accessible to research and evaluation. In this case the phenomenon is teaching. Teaching is an apt example due to its complexity and mixture of observable and unobservable features. Our initial hypothesis concerning stabilization of the phenomenon of teaching is that it requires considerable conceptual resources, fine-tuned data and codification, constant adjustment between these, and astute judgments on part of the researcher.
11.45–12.30 Importance of Nordic collaboration in teacher education Research- the role of NAFOL
- Atli Vilhelm Harðarson, Professor, Head of doctoral programs at University of Iceland, Iceland
- Mia Porko-Hudd, Head of doctoral program in education at Åbo Akademi University, Finland
- Carina Rönnqvist, Research coordinator, Head of doctoral program at Umeå University, Sweden
Nordic collaboration in teacher education research - Do we have a common cause?
- Mia Porko-Hudd, Åbo Akademi University, Finland
- Atli Vilhelm Harðarson, University of Iceland, Iceland
- Carina Rönnqvist, Umeå University, Sweden
Nordic researchers in the field of teacher education research cooperate extensively, both on PhD education and research. We mention examples of successful research projects and point out that our colleagues collaborate more with researchers from Nordic universities than from other parts of the world.
There are obvious practical reasons for this collaboration, such as funding. There are also reasons that have to do with geography, and historical, political, and cultural similarities. The examples of Nordic research projects that we mention do, however, suggest less obvious reasons that go beyond this.
At the end we pose questions about possibilities of a common vision and connect them to different views on teacher education and educational research. We don’t claim to have a correct answer but will try to present some of our experiences and thoughts, hoping for the audience to contribute to the analysis.
13.30–14.15 NAFOL’s Signature Pedagogy – What does it mean?
- Head of NAFOL, professor Kari Smith, NTNU
- Chair of NAFOL’s board, professor Thomas Moser, UiS/USN
- NAFOL alumni, Julie Lysberg
14.15-15.00 NAFOL film
Thanks and Conclusion