Editorial: Perspectives on teachers’ transdisciplinary professional competence
What are the prevalent understandings of the concept of teachers’ professional competence? What knowledge forms and learning arenas are significant in developing teacher competences for the 21st century? In what ways can transdisciplinary goals of teacher education (such as diversity, research and...
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Oslo and Akershus University College of Applied Sciences
2020-09-01
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doaj-9d63618bc41f41a69c94a091a0fe57432020-11-25T02:26:16ZengOslo and Akershus University College of Applied SciencesNordic Journal of Comparative and International Education2535-40512020-09-014310.7577/njcie.4009Editorial: Perspectives on teachers’ transdisciplinary professional competenceBjørn Smestad0Monica JohannesenHanne ChristensenOslo Metropolitan University What are the prevalent understandings of the concept of teachers’ professional competence? What knowledge forms and learning arenas are significant in developing teacher competences for the 21st century? In what ways can transdisciplinary goals of teacher education (such as diversity, research and development (R&D) and digital competence) contribute in forming teachers’ professional competence? This special issue’s contributions address a variety of perspectives on core concepts for understanding the complexity of teachers’ professional competence. They define, question and criticize the prevalent epistemological and ontological understandings within teacher qualification. They include theoretical and empirical papers addressing a variety of perspectives on teacher qualification and teachers’ professional competence, with a particular focus on the role of modes of knowledge, learning arenas and multidisciplinarity as contributors to transdisciplinary goals in teacher qualification. In addition, contributions illustrate dimensions of teachers’ professional competences such as teachers’ diversity competence, teachers’ R&D competence and teachers’ digital competence. https://journals.hioa.no/index.php/nordiccie/article/view/4009 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Bjørn Smestad Monica Johannesen Hanne Christensen |
spellingShingle |
Bjørn Smestad Monica Johannesen Hanne Christensen Editorial: Perspectives on teachers’ transdisciplinary professional competence Nordic Journal of Comparative and International Education |
author_facet |
Bjørn Smestad Monica Johannesen Hanne Christensen |
author_sort |
Bjørn Smestad |
title |
Editorial: Perspectives on teachers’ transdisciplinary professional competence |
title_short |
Editorial: Perspectives on teachers’ transdisciplinary professional competence |
title_full |
Editorial: Perspectives on teachers’ transdisciplinary professional competence |
title_fullStr |
Editorial: Perspectives on teachers’ transdisciplinary professional competence |
title_full_unstemmed |
Editorial: Perspectives on teachers’ transdisciplinary professional competence |
title_sort |
editorial: perspectives on teachers’ transdisciplinary professional competence |
publisher |
Oslo and Akershus University College of Applied Sciences |
series |
Nordic Journal of Comparative and International Education |
issn |
2535-4051 |
publishDate |
2020-09-01 |
description |
What are the prevalent understandings of the concept of teachers’ professional competence? What knowledge forms and learning arenas are significant in developing teacher competences for the 21st century? In what ways can transdisciplinary goals of teacher education (such as diversity, research and development (R&D) and digital competence) contribute in forming teachers’ professional competence? This special issue’s contributions address a variety of perspectives on core concepts for understanding the complexity of teachers’ professional competence. They define, question and criticize the prevalent epistemological and ontological understandings within teacher qualification. They include theoretical and empirical papers addressing a variety of perspectives on teacher qualification and teachers’ professional competence, with a particular focus on the role of modes of knowledge, learning arenas and multidisciplinarity as contributors to transdisciplinary goals in teacher qualification. In addition, contributions illustrate dimensions of teachers’ professional competences such as teachers’ diversity competence, teachers’ R&D competence and teachers’ digital competence.
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url |
https://journals.hioa.no/index.php/nordiccie/article/view/4009 |
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