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Title: An action research approach to initial teacher education in Norway
Author: Flornes, Kari
ISNI:       0000 0001 3471 1925
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2007
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This study is an Action Research approach to Initial Teacher Education (ITE) in Norway. Starting from the most important question for me as a teacher educator in Religious Education (RE), namely, ‘How can I improve my practice?’ I create an Action Research investigation over three cycles. Considering the limited framework of the RE programme in Norway and the lack of sufficient structures for student teachers, in particular RE student teachers, to use for education and stimulus in their professional and personal growth, I argue that the teaching and learning activities in the process of learning and learning to teach have to be carefully chosen and creatively implemented. Through this Action Research I conclude that the pedagogical tools derived from Personal Construct Psychology and Positive Psychology and implemented in my study serve as appropriate catalysts for improved interactions and relationships between student teachers, mentors and teacher educators. In the process of becoming and being a teacher, and in my research, these catalysts not only promote reflection about personal performance in the classroom, but they seem to stimulate a valued process of self-assessment, in challenging future teachers to identify their personal strengths and weaknesses.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: LB Theory and practice of education ; BF Psychology