Evaluation of Integrated secondary teacher education
NOKUT is completing an evaluation of Integrated secondary teacher education. This project is a follow up of NOKUT’s 2019 mapping of the Integrated secondary teacher education programmes.
Why is Integrated secondary teacher education being evaluated?
This evaluation is a follow up of NOKUT’s 2019 mapping of the Integrated secondary teacher education programmes. The mapping exercise identified several key challenges associated with the integration of theory and practice, low completion rates and complex organisational structures. The evaluation will take a closer look at these challenges with the intention of contributing new knowledge about the quality of education in the study programmes as well as recommendations that can facilitate quality enhancement.
This project is part of a set of NOKUT activities designed to support quality enhancement in teacher education. These include the Advisory panel for primary and secondary teacher education, and the mapping of Postgraduate programmes in educational theory and practice for subject teachers. The project is part of NOKUT’s external quality assurance activities.
The evaluation processes
Work on the evaluation started in the spring of 2020 and it aims to contribute new knowledge about the quality of Integrated secondary teacher education and to support quality enhancement. The evaluation should be fit for purpose and useful to key stakeholders. It should therefore be designed in dialogue with representatives from the Integrated secondary teacher education programmes as well as other key stakeholders.
Input meetings
During May and June 2020 we had digital input meetings with a range of stakeholders. During these meetings we invited input on evaluation themes, processes and the make-up of the expert group.
We also invited input on surveys that will contribute data to the evaluation, along with the self-assessments and other sources.
The expert group
Recruitment to the expert group was based on input from the initial meetings, and the group includes the following members:
- Inga Staal Jenset, associate professor at the University of Oslo. Subject area: Pedagogy and teacher education. Jenset leads the expert group. More information
- John Brumo, professor at NTNU. Subject area: Scandinavian literature. More information
- Erling Hans Eiterjord, Head of School at Alstad lower secondary school in Bodø. More information
- Ingunn Folgerø, Head of School at Bryne upper secondary school and leader of the Norwegian teachers’ council for ethics. More information
- Đula Ganić, Integrated secondary teacher education student at the University of Agder.
- Mogens Allan Niss, professor emeritus at Roskilde University. Subject area: Mathematics and mathematics education. More information
- Tine Sophie Prøitz, professor at the University of South-Eastern Norway. Subject area: Education policy. More information
The expert group had their first meeting on the 18th of August.
The reference group
In addition to the expert group the evaluation also has a reference group. It includes one representative from each institution that offers Integrated secondary teacher education, in addition to representatives from student associations, trade unions and local and regional authorities as school owners. The reference group contributes input and feedback at key stages in the evaluation.
| Institution | Representative | Substitute |
|---|---|---|
| HINN | Inger-Kristin Larsen Vie | Heidi Anine Larsen Skjefstadmoen |
| MF | Trine Anker | Merethe Skårås |
| Nord | Terje Rønning | |
| NMBU | Hans Erik Lefdal | Nian Arnesen |
| NTNU | Helene Hauge | Roger Midtstraum |
| UiA | Ingvild Ruhagen | Hilde Inntjore |
| UiB | Kjersti Lea | Sigrid Ørevik |
| UiO | Tom Lindstrøm | Tone Gregers |
| UiS | Odd Magne Bakke | Kjetil Vidar Thengs |
| UiT | Gørill Warvik Vedeler | Stian Normann Anfinsen |
| USA | Anne-Beathe Mortensen-Buan | Lars M. Johansen |
| KS | Randi Hummelvoll, Rogaland municipality | |
| Lektorlaget og Lektorstudentene | Lyanne Skar-Lentze, student at NMBU | Henrik Sanne Haugli, student at MF |
| NSO | Frida Rasmussen, student at UiO | Katharina Dimmen Kristoffersen, student at UiO |
| Pedagogstudentene | Iril Myrvang Gjørv, student at UiO | Martin Gjærstad, student at UiB |
| Utdanningsforbundet | Gunn Gallavara |
Hearing about the proposal for evaluation themes and evaluation questions
The deadline for the hearing for the proposal for evaluation themes and evaluation question was the 17th of November 2021. We received 21 responses and you can read those here (in Norwegian).
Evaluation themes and evaluation questions
The expert group has reviewed the responses we received through the hearing and have agreed on five evaluation themes with associated evaluation questions. These are the questions that the expert group will answer through the evaluation of the Integrated secondary teacher education programmes.
Find the evaluation themes and evaluation questions here (in Norwegian)
Self-assessment
Self-assessment forms an important part of the evaluation. Each institution submits one self-assessment, that must be submitted to NOKUT by the 4th of June 2021. The production of the self-assessment should facilitate dialogue and reflection around key strengths, challenges and opportunities for development in Integrated secondary teacher education.
Because Integrated secondary teacher education includes many different actors with different perspectives and experiences it is important that several of these are involved in answering the questions that are to be addressed in the self-assessment. These include students, new teachers, administrative staff, practicum teachers, programme heads and others working in management at the HEI, as well as academic staff from the different subjects in the programme.
Find the self-assessment form here (in Norwegian)
Here you will find a recording of a webinar about the self-assessment (held on the 17th of February 2021). The recording includes three presentations: Inga Staal Jenset and Mogens Allan Niss from the expert group explains what role the self-assessment plays in the evaluation and outlines the expert groups’ approach to the concept of educational quality. Vigdis Vandvik from bioCEED (University of Bergen) shares experiences from their self-assessment as a Centre for Excellence in Education.
Surveys
NOKUT has completed five surveys to gather information about the ways in which different actors experience Integrated secondary teacher education.
- Former students who left the programme (in Norwegian)
- Current students (in Norwegian)
- New teachers who have completed the programme (in Norwegian)
- Leaders in schools (in Norwegian)
- HEI teaching staff
Reports on survey findings
- Evaluering av lektorutdanningene: Spørreundersøkelse om undervisning av lektorstudentene – Undervisere ved universiteter og høyskoler (pdf)
- Evaluering av lektorutdanningene: Spørreundersøkelse blant ferdigutdannede lektorstudenter – Hvordan opplever de overgangen fra utdanning til yrke? (pdf)
- Evaluering av lektorutdanningene: Spørreundersøkelse blant ledere i ungdoms- og videregående skoler – Hvordan oppleves kompetansen til nye lektorer? (pdf)
- Evaluering av lektorutdanningene: Spørreundersøkelse blant frafalte lektorstudenter – Hvorfor sluttet de, og hvor ble det av dem? (pdf)
- Evaluering av lektorutdanningene: Spørreundersøkelse blant lektorstudenter – Hvordan opplever de utdanningen sin? (pdf)
Digital site visits
In the autum of 2021 we followed up the surveys and the self-assessments with digital site visits. Two members from the expert group participated in each site visit, supported by NOKUT as the secretariat. During the site visit, the expert group met with representatives from different parts of the Integrated secondary teacher education, including students, practicum teachers and practicum coordinators, HEI teaching staff from different subjects, administrative staff and representatives from the HEI management.
Each site visit could include one peer observer from another institution. The observation includes all meetings during the visit, including those in the expert group. We hope the observer initiative can contribute to transparency in the evaluation and facilitate learning across the participating HEIs.
| Date | Institution | Observer |
|---|---|---|
| 11.–12.10 | MF | NMBU |
| 18.–19.10 | USN | HiNN |
| 21.–22.10 | HiNN | |
| 25.–26.10 | UiT | UiS |
| 27.–28.10 | NTNU | UiA |
| 04.–05.11 | Nord | MF |
| 08.–09.11 | UiS | UiT |
| 18.–19.11 | NMBU | UiB |
| 22.–23.11 | UiA | UiO |
| 25.–26.11 | UiB | USN |
| 29.–30.11 | UiO | NTNU |
Reflection
The final element in the data collection for the evaluation is the reflection. Each institution was sent a summary of preliminary findings from the site visit and was asked to write a reflection in response to five questions. The reflections could for example draw on the self-assessment that was submitted, NOKUT’s survey reports or survey data (sent out in the autumn of 2021), the summary of preliminary findings from the site visit, experiences from peer observation of another site visit, or discussions that have taken place during the course of the evaluation.
The reflection should communicate the HEI’s perspective on the preliminary findings of the evaluation, on any developments since the submission of the self-assessment, and on ongoing and planned quality enhancement work.
Each HEI is also invited to review the preliminary findings and submit any concerns about errors.
The deadline for submission of the reflection was the 4th of March 2022.