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In Pursuit of Coherence: Aligning Program Development in Teacher Education with Institutional Practices.

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Title: In Pursuit of Coherence: Aligning Program Development in Teacher Education with Institutional Practices.
Authors: Hermansen, Hege
Source: Scandinavian Journal of Educational Research. Oct2020, Vol. 64 Issue 6, p936-952. 17p.
Subjects: Program development (Education), Teacher education, Teacher educators, Norwegians, Coherence (Philosophy)
Abstract: This article examines program development in teacher education, with an emphasis on how teacher educators pursue coherence. The analysis contributes to existing literature by investigating how coherence is pursued as part of program development and by analytically situating coherence as an emergent achievement that requires the alignment of program design with institutional practices. The empirical data derive from four Norwegian teacher education institutions that were redesigning their programs in response to expectations of increased program coherence. Cultural historical theory and the concept of institutional coherence are used to examine how coherence is pursued at the intersection of institutional practices and emergent developmental processes. The findings highlight how institutional practices inform program development, requiring program leaders to navigate complex organisational, epistemic and political landscapes in their efforts toward coherence. Implications for the conceptualisation of coherence and for program leadership in teacher education are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: In Pursuit of Coherence: Aligning Program Development in Teacher Education with Institutional Practices.
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  Data: <searchLink fieldCode="AR" term="%22Hermansen%2C+Hege%22">Hermansen, Hege</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Oct2020, Vol. 64 Issue 6, p936-952. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Program+development+%28Education%29%22">Program development (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br /><searchLink fieldCode="DE" term="%22Norwegians%22">Norwegians</searchLink><br /><searchLink fieldCode="DE" term="%22Coherence+%28Philosophy%29%22">Coherence (Philosophy)</searchLink>
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  Label: Abstract
  Group: Ab
  Data: This article examines program development in teacher education, with an emphasis on how teacher educators pursue coherence. The analysis contributes to existing literature by investigating how coherence is pursued as part of program development and by analytically situating coherence as an emergent achievement that requires the alignment of program design with institutional practices. The empirical data derive from four Norwegian teacher education institutions that were redesigning their programs in response to expectations of increased program coherence. Cultural historical theory and the concept of institutional coherence are used to examine how coherence is pursued at the intersection of institutional practices and emergent developmental processes. The findings highlight how institutional practices inform program development, requiring program leaders to navigate complex organisational, epistemic and political landscapes in their efforts toward coherence. Implications for the conceptualisation of coherence and for program leadership in teacher education are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00313831.2019.1639815
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        Text: English
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      – SubjectFull: Teacher education
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      – SubjectFull: Teacher educators
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      – SubjectFull: Norwegians
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