Session Information
Session 3B, Teacher education in Scandinavia: reform, recruitment and professional identity under restructuring (part 1)
Symposium
Time:
2004-09-23
09:00-10:30
Room:
Chair:
Sverker Lindblad
Discussant:
Sverker Lindblad
Contribution
In the paper we discuss how recent reforms within teacher education in Norway may contribute to enhance students' links to research and science. As is the case within most fields of modern society teaching is characterized by rapid shifts in knowledge and institutional arrangement. In order to assure a timely service it is therefore important that practioners within the field on a regular basis updated their expertise. In Norway however this is a recurrent problem. Recent research within the field suggests that teachers do not systematically read journals nor take other measures to renew their knowledge base. Rather than adapt a critical and innovative view on their practice the research suggests that they are apt to accept the status quo of practice. In order to remedy the situation appeals have been made to teacher education to strengthen students links to science and to evolve a more academic habitus among them. In the paper we discuss some of the measures taken.
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