Towards program coherence in secondary teacher education: A leadership perspective

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-04-14 DOI:10.1016/j.tate.2025.105030

Pieter Flamand, Ruben Vanderlinde, Melissa Tuytens

引用次数: 0

Abstract

The importance of program coherence in teacher education is widely acknowledged, yet fragmentation remains a challenge. This study examines the role of leadership practices in fostering program coherence through thematic analysis of interviews and documents collected from six teacher education programs. Seven leadership practices for fostering coherence are identified, with findings offering detailed insights into their implementation and highlighting variations across programs. Furthermore, the results suggest that the program context influences the discretionary space available for pursuing program coherence through leadership. The study underscores the dynamic, context-dependent nature of program coherence and discusses implications for practice and future research.

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中学教师教育项目连贯性：领导视角

课程连贯性在教师教育中的重要性已得到广泛认可，但课程的碎片化仍然是一个挑战。本研究通过对六个教师教育项目的访谈和收集的文件进行专题分析，探讨了领导实践在促进项目一致性方面的作用。本文确定了七种促进一致性的领导实践，并对这些实践的实施提供了详细的见解，并强调了不同项目之间的差异。此外，研究结果表明，项目背景影响了通过领导追求项目一致性的自由裁量空间。该研究强调了程序一致性的动态、上下文依赖性质，并讨论了对实践和未来研究的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.