Final thesis in teacher education
Orientations and practices
DOI:
https://doi.org/10.57126/noad.2026.64518Keywords:
Teacher education, final thesis, teacher education orientation, research-based teacher education, research literacyAbstract
The purpose of this article is to analyze final thesis practices in European countries within the context of teacher education orientations and research-based teacher education initiatives through conceptual and research literature. Teacher education orientations guide planning and organization of teacher education programs and provide implications for the professional competencies these programs should aim for student teachers. How research is perceived in relation to professional development of teachers and is integrated into their initial preparation has a bearing on how final thesis is organized and implemented in teacher education programs. Against this background, final thesis is analyzed conceptually in terms of various purposes and practices, and a model is offered to characterize the diversity in teacher education initiatives taken by the European countries as an outcome of the Bologna agreement on standardizing higher education.
Downloads
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ali Yildirim, Maria Åström, Kerstin von Brömssen (Författare)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to NoAD agree to publish their articles under a Creative Commons CC-BY 4.0 license, allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. Authors retain copyright of their work.
