Description: The relations between reform pedagogy as a professonal movement and its impact on the institutionalization and development of 'pedagogikk' as academic an professional fields of knowledge in Norway is the focus of the paper. The contribution will be based on ongoing resarch and earlier publications (in english and norwegian) on the rise of pedagogy in Norway. Pedagogy - 'Pedagogikk' - was established as an academic field of knowledge in the 1920s and -30s. As a professional field of knowledge, however, pedagogy had developed gradually from the 1840s, with the rurally based teacher seminars as the main institutional framing. The interrelated development of these two knowledge programs during the first half of the 20th century is the focal theme of the presentation. The decades from 1910 to 1940 can be seen as a first phase in the institutionalization of educational research in Norway. Academic chairs in pedagogy had been established first in Oslo from 1908 and in Trondheim from 1922. At both occations the positions as professor in pedagogy were connected to teacher training institutions and without explicit research obligations. In 1936, however, the Storting decided to establish an institute for educational research connected to the University of Oslo. Throughout these decades pedagogy can best be explored and analyzed as a field with a polycentric cognitive and institutional framework. This framework in Norway include an almost century old preacademic history as a professional subject in teacher training, a growing innovation oriented reform pedagogic movement, and the embryo of a national reseach community including among others professional teacher trainers, headmasters and teacher organization leaders, school administrators as well as a few researchers with an academic position. Internationally the key researcher in Norway in these decades were Helga Eng, who got a high international reputation for her work on psychology of education, not least a book on the development of childrens drawings translated to a number of languages. In Norway, however, and not least related directly to reform pedagogic development projects in public primary schools, other contributors were much more directly important. The paper will go into examples of the publications from teachers development work as well as from a few larger research projects and analyze variations in knowledge orientation. Among the examples are publications from primary school teachers from Sagene primary school in Oslo, the most reknown school development project in Norway in the inter war years, from Erling Kristvik, leading writer of textbooks in school pedagogy in Norway from the 20s to the 50s, and from Bernhof Ribsskog, head of the Oslo school district. These examples will be compared with knowledge orientations found in the research of Helga Eng, first professor in pedagogy at the Institute of Educational Research in Oslo from 1938. The so called Mode 2 thesis and theories focusing on the knowledge production of social movements will be used as a background for more general considerations on the relation between societal, professional and academic forces influencing the of pedagogy in Norway in this phase.