Identifying Core Practices as a Framework for Teacher Educators’ Cooperative Professional Development

Connecting different knowledge domains is one of the main problems in teacher education. This chapter showcases a cooperation between two teacher educators at the University of Oslo. The aim of the contribution is two-fold. We identify specific core practices that are highly relevant for foreign language teaching in schools. Based on our experiences, we also propose a cooperative model for teacher educator competence development using an investigative approach to core practices as a framework. Such a cooperative model can contribute to the creation of better connections between different teacher education domains and, by doing so, promote student teachers’ sense of coherence.