Student teachers’ research and development (R&D) practice - constraining and supporting practice architectures

ABSTRACT

An important aim of teacher education is to produce teachers who are innovators and education researchers who engage in continuous learning about teaching as part of their professional lives. For student teachers to develop research skills and turn their knowledge into professional research and development (R&D) competence, they must practice their skills and apply their knowledge to relevant contexts. This study uses the theory of practice architectures as a theoretical and analytical lens to examine the arrangements that enable and constrain student teachers’ R&D practice. A descriptive case study was conducted with participants from two practicum groups from a master’s programme in Norway. While the use of observational tools was found to enable R&D practice, constraining arrangements were also identified. The article argues for greater attention to student teachers’ research activities during practicum, particularly organisational conditions needed to enhance the relationship between university learning and practicum-based learning.

KEYWORDS:

• Research and development (R&D) practice
• practice architectures
• observational tools
• teacher education
• student teachers’ professional competence
• mentoring of student teachers

Acknowledgements

This paper would not have been written without the support of the transdisciplinary research project Teachers’ Qualifications for the 21st Century: Teachers’ Professional Competences (TEQ21). The first author is a PhD candidate working on the TEQ21 project, which is financed by the Norwegian Research Council (NFR:286993).

We are also indebted to the many colleagues and the anonymous reviewers who have read and commented on drafts of this article, although the authors are responsible for any errors remaining.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Pedagogy and pupil-related skills is a compulsory subject in Norwegian teacher education programmes.

2. This student teacher had not studied Norwegian as a teaching subject.