‘What we wanted to do was to change the situation’ - Distance teacher education as stimulation for school development in Iceland
The article describes the origin of a distance programme for teachers first offered at the Iceland University of Education in 1993 in response to a lack of qualified teachers in rural Iceland. Student teachers were teaching in their home districts while enrolled in the programme, which was organized...
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Menntavísindasvið Háskóla Íslands
2016
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fticelandunivojs:oai:ojs.hi.is:article/2401 2023-05-15T16:47:14+02:00 ‘What we wanted to do was to change the situation’ - Distance teacher education as stimulation for school development in Iceland „Það sem við vildum gera var að breyta ástandinu“: Fjarkennsla í kennaramenntun sem hvati skólaþróunar Jóhannsdóttir, Þuríður 2016-12-03 application/pdf https://ojs.hi.is/netla/article/view/2401 eng eng Menntavísindasvið Háskóla Íslands https://ojs.hi.is/netla/article/view/2401/1287 https://ojs.hi.is/netla/article/view/2401 ##submission.copyrightStatement## Netla - english edition; 2013: Netla - Ársrit Netla; 2013: Netla - Ársrit 1670-0244 schoolbased teacher education;Internet in teacher education;school development;collective responsibility;collaboration kennaranám með starfi í skóla;Internet í kennaranámi;skólaþróun;samábyrgð;samvinna info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2016 fticelandunivojs 2022-09-21T13:40:16Z The article describes the origin of a distance programme for teachers first offered at the Iceland University of Education in 1993 in response to a lack of qualified teachers in rural Iceland. Student teachers were teaching in their home districts while enrolled in the programme, which was organized as a combination of campusbased sessions and home study, communicating with university lecturers via the Internet. The purpose of the article is to enhance understanding of the inception of the programme and shed light on the way in which student teachers’ participation in the distance programme enabled them to stimulate school development. Document analysis reveals the importance of the interaction of different factors in Icelandic society when the distance programme was taking shape. A description of the first steps in the development of the new teacher education model from the perspective of student teachers is based on data generated from interviews with three former distance students during visits to rural schools. Expansive learning theory (Engeström, 1987; Engeström & Sannino, 2010) was used as a theoretical framework for analysis and interpretation. The distance programme is looked at as an innovation in teacher education responding to a persistent lack of qualified teachers in rural regions. The findings suggest that an important factor in facilitating the inception of the programme was the collective responsibility of agents at different points within the school system in the rural districts collaborating with the Iceland University of Education. From the student teachers’ perspective, lack of contact with lecturers was a challenge they learned to overcome by forming networks to collaborate, share knowledge and experience and support one another. This development was increasingly mediated by use of the Internet and is suggested to have been an important contribution to the emerging new model of distance teacher education. It is claimed that the schoolbased distance students brought new knowledge from ... Article in Journal/Newspaper Iceland University of Iceland: Peer Reviewed Journals |
institution |
Open Polar |
collection |
University of Iceland: Peer Reviewed Journals |
op_collection_id |
fticelandunivojs |
language |
English |
topic |
schoolbased teacher education;Internet in teacher education;school development;collective responsibility;collaboration kennaranám með starfi í skóla;Internet í kennaranámi;skólaþróun;samábyrgð;samvinna |
spellingShingle |
schoolbased teacher education;Internet in teacher education;school development;collective responsibility;collaboration kennaranám með starfi í skóla;Internet í kennaranámi;skólaþróun;samábyrgð;samvinna Jóhannsdóttir, Þuríður ‘What we wanted to do was to change the situation’ - Distance teacher education as stimulation for school development in Iceland |
topic_facet |
schoolbased teacher education;Internet in teacher education;school development;collective responsibility;collaboration kennaranám með starfi í skóla;Internet í kennaranámi;skólaþróun;samábyrgð;samvinna |
description |
The article describes the origin of a distance programme for teachers first offered at the Iceland University of Education in 1993 in response to a lack of qualified teachers in rural Iceland. Student teachers were teaching in their home districts while enrolled in the programme, which was organized as a combination of campusbased sessions and home study, communicating with university lecturers via the Internet. The purpose of the article is to enhance understanding of the inception of the programme and shed light on the way in which student teachers’ participation in the distance programme enabled them to stimulate school development. Document analysis reveals the importance of the interaction of different factors in Icelandic society when the distance programme was taking shape. A description of the first steps in the development of the new teacher education model from the perspective of student teachers is based on data generated from interviews with three former distance students during visits to rural schools. Expansive learning theory (Engeström, 1987; Engeström & Sannino, 2010) was used as a theoretical framework for analysis and interpretation. The distance programme is looked at as an innovation in teacher education responding to a persistent lack of qualified teachers in rural regions. The findings suggest that an important factor in facilitating the inception of the programme was the collective responsibility of agents at different points within the school system in the rural districts collaborating with the Iceland University of Education. From the student teachers’ perspective, lack of contact with lecturers was a challenge they learned to overcome by forming networks to collaborate, share knowledge and experience and support one another. This development was increasingly mediated by use of the Internet and is suggested to have been an important contribution to the emerging new model of distance teacher education. It is claimed that the schoolbased distance students brought new knowledge from ... |
format |
Article in Journal/Newspaper |
author |
Jóhannsdóttir, Þuríður |
author_facet |
Jóhannsdóttir, Þuríður |
author_sort |
Jóhannsdóttir, Þuríður |
title |
‘What we wanted to do was to change the situation’ - Distance teacher education as stimulation for school development in Iceland |
title_short |
‘What we wanted to do was to change the situation’ - Distance teacher education as stimulation for school development in Iceland |
title_full |
‘What we wanted to do was to change the situation’ - Distance teacher education as stimulation for school development in Iceland |
title_fullStr |
‘What we wanted to do was to change the situation’ - Distance teacher education as stimulation for school development in Iceland |
title_full_unstemmed |
‘What we wanted to do was to change the situation’ - Distance teacher education as stimulation for school development in Iceland |
title_sort |
‘what we wanted to do was to change the situation’ - distance teacher education as stimulation for school development in iceland |
publisher |
Menntavísindasvið Háskóla Íslands |
publishDate |
2016 |
url |
https://ojs.hi.is/netla/article/view/2401 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Netla - english edition; 2013: Netla - Ársrit Netla; 2013: Netla - Ársrit 1670-0244 |
op_relation |
https://ojs.hi.is/netla/article/view/2401/1287 https://ojs.hi.is/netla/article/view/2401 |
op_rights |
##submission.copyrightStatement## |
_version_ |
1766037329477107712 |