Examining Features of Teacher Education in Norway

Abstract

Drawing upon recent research in the United States, this paper proposes that there are three key features undergirding powerful teacher education programs. The research suggests that in order to be powerful and effective, teacher education programs need to have a vision, be coherent, and provide opportunities to learn that are grounded in teaching practice. The author uses these features as a lens to examine programs in Norway – a country in which teacher education has been relatively under-examined. The analysis reveals several challenges for the Norwegian teacher education programs examined, such as a lack of shared vision among faculty responsible for teaching subject content and those teaching pedagogy, as well as few opportunities for student teachers to learn in the context of practice. Implications for strengthening programs are discussed.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 116 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.