analyzing how transformation of practices can be linked to the interplay between
these two dimensions. This does not in any way mean that we propose a prede-
termined or‘fixed’model. However, we sincerely hope that the present chapter can
stimulate a discussion on how best to conduct research on future-oriented teacher
education that involves making informed decisions in increasingly complex and
dynamic educational environments and trajectories.
References
Cochran-Smith, M., & Villegas, A. M. (2015). Framing teacher education research: An overview
of the field, part 1. Journal of Teacher Education, 66(1), 7–20. doi:10.1177/
0022487114549072
Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez-Moreno, L., Mills, T., & Stern, R.
(2015). Critiquing teacher education research: An overview of thefield, part 2.Journal of
Teacher Education, 66(2), 109–121. doi:10.1177/0022487114558268
Cole, M. (1996).Cultural psychology. A once and future discipline. Cambridge, MA: The Belknap
Press.
Ellis, V., & McNicholl, J. (2015).Transforming teacher education: Reconfiguring the academic
work. London, Bloomsbury Academic.
Engeström, Y. (2004). New forms of learning in co-configuration work.Journal of Workplace
Learning, 16(1/2), 11–21.
Engeström, Y., Miettinen, R., & Punamäki, R. (Eds.). (1999).Perspectives on activity theory.
Cambridge: Cambridge University Press.
Hauge, T. E., Lund, A., & Vestøl, J. M. (2007).Undervisning i endring: IKT, aktivitet, design
[Teaching in transformation: ICT, activity, design]. Oslo: Abstrakt forlag.
Laurillard, D. (2012).Teaching as a design science. Building pedagogical patterns for learning
and technology. New York, Routledge.
Lund, A., & Hauge, T. E. (2011). Designs for teaching and learning in technology rich learning
environments.Nordic Journal of Digital Literacy, 6(4), 258–271.
Lund, A., & Rasmussen, I. (2008). The right tool for the wrong task? Match and mismatch
between first and second stimulus in double stimulation. International Journal of
Computer-Supported Collaborative Learning, 3(4), 25–51.
Menter, I., Hulme, M., Murray, J., Campbell, A., Hextall, I., Jones, M., et al. (2010). Teacher
education research in the UK: The state of the art.Revue Suisse des sciences de l’education, 32
(1), 121–142.
Sannino, A. (2014). The emergence of transformative agency and double stimulation:
Activity-based studies in the Vygotskian tradition. Learning, Culture, and Social
Interaction. doi:10.1016/j.lcsi.2014.07.001
Silverman, R. (1987). How we know what we know: A study of higher education journal articles.
Review of Higher Education, 11(1), 39–59.
Vestøl, J. M. (2014). Kunnskapsintegrasjon og profesjonsutvikling i lektorutdanningen [Knowledge
integration and professional development in teacher education]. In E. Elstad & K. Helstad
(Eds.),Profesjonsutvikling i skolen(pp. 114–130). Oslo: Universitetsforlaget.
Vygotsky, L. S. (1978).Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press.
738 J.M. Vestøl and A. Lund