There are lingering concerns regarding the preparedness of teachers when entering the teacher workforce. Some scholars have referred to the disconnect between teacher education and the reality of practice in schools as the “practice shock” that is experienced by many novice teachers when they transition from education to profession (Caspersen and Raaen, 2014; Meijer et al., 2011). Because of these challenges, there is increased interest in the role of teacher preparation and how specific features of teacher education programs may or may not be linked to student learning and teacher retention.

Teacher educators and policy makers around the world are placing increased emphasis on ways to ground teacher education more firmly in classroom instruction, such that the gap between theory and practice is minimized (Darling-Hammond et al., 2017; Moon, 2016). Some suggest that while the elevation of teacher education to the university level both increased its status and reach, it also might have consequently widened the gap between theory and practice (Moon, 2016; Darling- Hammond et al., 2017). Moon (2016) argued that now teacher education needs to embrace practice to enhance its status and Darling-Hammond et al. (2017) similarly argued that main emphasis in teacher education should be on connections to practice. In fact, research has provided evidence that teacher education grounded in practice can increase teacher retention and enhance the competence of prospective teachers in the classroom (Feiman-Nemser et al., 2014; Darling-Hammond et al., 2002).

Even though the Nordic countries have similarly structured school systems with a non-tracked, un-streamed comprehensive model, there are considerable differences in their approach to the education of teachers. Both Norway and Iceland currently have master-level education requirements for all certified teachers while the Danish model for elementary and lower secondary school is a four year non-university program leading to a professional bachelor degree. In Nordic context, research on teacher education, is still a relatively young topic of study. Thus, many key questions regarding the preparation of Nordic teachers remain unexplored. For instance, even with increased consensus about what constitutes as strong teacher education, research indicate that not all Norwegian programs reflect these key elements (NOKUT, 2020). In Denmark, teacher education is currently undergoing reform. Recent evaluation of Danish teacher education proposed 19 areas for development including the collaboration with practice schools and the transition from education to profession (Styrelsen for Forskning og Uddannelse, 2018). Icelandic teacher education has gone through substantial reform but no prior comprehensive research on teacher education in Iceland exist.

This Nordic symposium shares findings from studies in teacher education from Norway, Denmark, and Iceland. The three papers offer insight into the opportunities preservice teachers get to enact practice in teacher education, both in campus courses as well as in field placement. The papers draw on a data collected by the means of a common instrument, a newer version of the teacher candidate survey developed within the CATE-study (Coherence and Assignments in Teacher education, for a summary of project findings, see Hammerness et al., 2020). The survey is specifically designed to examine coherence in teacher education, but also the nature of teacher candidates’ opportunities to enact practice in coursework on campus, and during fieldwork. Data from these three Nordic counties offer different perspectives and shed light on to what extent teacher candidates are able to link theory and practice in Nordic context.

Darling-Hammond, L., Burns, D., Campbell, C., Goodwin, L., Hammerness, K., Low, E. L., Zeichner, K. (2017). Empowered educators: How high performing systems shape teaching quality around the world. Jossey-Bass. Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286–302.https://doi.org/10.1177/0022487102053004002 Caspersen, J., & Raaen, F. D. (2014). Novice teachers and how they cope. Teachers and Teaching, 20(2), 189–211.https://doi.org/10.1080/13540602.2013.848570 Feiman-Nemser, S., Tamir, E., & Hammerness, K. (Eds.). (2014). Inspiring teaching: Preparing teachers to succeed in mission driven schools. Harvard Education Press. Hammerness, K., Klette, K., Jenset, I. S., & Canrinus, E. T. (2020). Opportunities to Study, Practice, and Rehearse Teaching in Teacher Preparation: An International Perspective. Teachers College Record, 122(11), 1-46.https://doi.org/10.1177/016146812012201108 Meijer, P. C., de Graaf, G., & Meirink, J. (2011). Key experiences in student teachers’ development. Teachers and Teaching, 17(1), 115–129.https://doi.org/10.1080/13540602.2011.538502 Moon, B. (Ed.). (2016). Do universities have a role in the education and training of teachers? An international analysis of policy and practice. Cambridge University Press. NOKUT (Norwegian Agency for Quality Assurance in Education) (2020). International Advisory Group for Primary and Lower Secondary Teacher Education (ATP): Final report. Styrelsen for Forskning og Uddannelse (2018). Kvalitet og relevans i læreruddannelsen – Ekspertgruppens evaluering og vurdering af læreruddannelsen af 2013. ISBN: 978-87-93706-34-7