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Hilde Kjelsrud
Hilde Kjelsrud is an Associate Professor and Study Programme Coordinator at Nord University, Business School, Traffic Section, located at Stjørdal in Norway. Her primary interests relate to educating driving teachers, pedagogics, practice in higher education and to educate for a profession.
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How peer driving student teachers use pedagogical observation in their teaching practice: Experiences from Norway This abstract isfrom an article published in the Journal of Praxis in Higher Education. (JPHE, 2023), https://journals.hb.se/jphe. Given the high numbers of people killed or badly injured globally in road traffic accidents, research into the education of driving teachers is both timely and urgent. Europe has no common regulations on becoming a driving teacher, and Norway is one of the very few countries that educates driving teachers at the university level. The aim of this study isto develop new knowledge on how peer driving student teachers use pedagogical observation in their in-car teaching practice. Academic education of driving teachers in Norway was introduced at the university level in 2016, and practical in-car teaching, as part of the educational programme, is still under development. Approximately 100 driving student teachers graduate from Nord University’s programme every year. The data used in this study consist of observations of nine driving lessons and nine semi-structured interviews involving 18 driving student teachers. The findings indicate that driving student teachers could benefit from having a stronger theoretical foundation for engaging in pedagogical observation (a form of peer learning). It also appears necessary to develop a formal structure for peer learning activity and for driving student teachers to develop shared views on how to communicate with peer students. The current study adds to the limited research on driving teacher education. Several European research projects have focused on aspects of the profession, such as the MERIT project, which addressed minimum requirements for driving instructor training (Bartl et al., 2007); the Hermes project, which developed the coaching and communication skills of driving teachers (The International Commission for Driver Testing [CIECA], 2010) and set minimum requirements for those delivering professional driving teaching; and the Road User Education project (CIECA, 2015). However, few studies explore how driving student teachers execute practice in higher education (Kjelsrud, 2019; Kjelsrud & Lyngsnes, 2021). |
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