A Widening Gap between Official Teacher Training and Professional Life in Norway

Autor/inn/en	Smeplass, Eli; Leiulfsrud, Håkon
Titel	A Widening Gap between Official Teacher Training and Professional Life in Norway
Quelle	In: Interchange: A Quarterly Review of Education, 53 (2022) 2, S.151-165 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smeplass, Eli) ORCID (Leiulfsrud, Håkon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-021-09445-1
Schlagwörter	Foreign Countries; Teacher Education; Educational Change; Teacher Competencies; Faculty Mobility; Educational Quality; Teacher Attitudes; Expertise; Norway + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Bildungsreform; Lehrkunst; Quality of education; Bildungsqualität; Lehrerverhalten; Expert appraisal; Norwegen
Abstract	A sociological case study of Norwegian teachers reveals how teacher education reforms have inadequate definitions of teacher competence. Legislators, officials and the media continue to uphold the image of a school system and teaching profession in crisis in several OECD countries. For the Nordic welfare states, education is a public good. Mediocre results in international comparisons cause public debate regarding the quality of the educational system. This has led to a devaluation of teachers and teacher education. The aim of this article is to analyze and discuss how teacher education is valued and converted by Norwegian teachers. Interviews and written accounts from novice teachers and persons with teacher training working outside of the school environment suggest an alternative narrative in which teachers' competences are in high demand. The results and discussion reveal a more nuanced way to view teachers' expertise as an asset in a multitude of careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01