Session Information
10 SES 12 B, Research on Programmes and Pedagogical Approaches in Teacher Education
Paper Session
Contribution
The following abstract is organized as suggested in the guidelines, to possibly ease the review process. Of course, an historically oriented discussion of recent reforms is not very well suited to the suggested categories; the following must be read as an attempt to nevertheless apply the suggested format.
Objective
Traditionally, there are two main forms of teacher education in Norway, academic degree plus a one year professional program (similar to the English PGCE, traditionally and primarily offered at universities) and more integrated programs offered at teacher education colleges. This paper focus on the latter.
These programs were extended to four years in 1992, and have since then been changed about every five years, the last reform taking place in 2010.
This paper describes and analyzes the last reform, with reference to major issues in the earlier reforms.
Research questions
In a sense, the following central issues in the debate over the last 18 years can be seen as research questions that shed light upon important dimensions in the debate on the reforms:
Which subjects should be compulsory?
How many subjects should be included?
Which proportion of the program should be left to students’ choice of subjects?
What regulations should be in place with regard to in-depth studies of one or more subjects?
What should be the minimum amount of time that could be spent on a subject?
How should the four years be divided between school subjects, educational theory, and practice? (Regarding theory versus practice, cf also below.)
The more or less straight-forward answers to these questions is possibly of somewhat limited interest; the more important perspective is why a given solution was chosen at a given time, and the direction of changes over time, e g is more or less of the four years left to students’ choice.
Theoretical framework
The discussion of these issues is related to literature on earlier traditions in teacher education, in the US (e g Zeichner 1983), Europe (Hopman & Hopman 1997), Denmark (Laursen 1976), Marklund og Gran (1975), and Norway (Harbo 1980). Of these, primarily the contribution from Hopmann & Hopmann, on five developments, regarding 1) expansion, 2) didactization, 3) academization, 4) assimilation, and 5) specialization is drawn upon.
Method
Expected Outcomes
References
Harbo, T (1980). Pedagogisk teori i norsk allmennlærerutdanning (Educational theory in Norwegian teacher education for elementary school). I T Harbo, J Osnes and P Østerud (eds) Tidskifte in norsk lærerutdanning? (Basic change in Norwegian teacher education?). Oslo: Aschehoug, pp 23-41. Hopmann, B W & Hopmann, S (1997). Tendenser og dilemmaer i lærerutdanning. Norge sett i et komparativt persektiv. (Tendencies and dilemmas in teacher education. Norway seen in a comparative perspective). In R Grankvist, S Gudmundsdottir, and M Rismark (eds) Klasserommet i sentrum. Festskrift til Åsmund Lønning Strømnes (Focus on the classroom. Festschrift to Åsmund Lønning Strømnes). Trondheim: Tapir, pp 141-162. Laursen, P F (1976). Læreren fra degn til lønsarbeider – læreruddannlese og didaktik. (The teacher from deacon to salary worker – teacher education and didactics. Rosekilde: Roskilde Universitetsforlag. Marklund, S & Gran, B (1975). Research and innovation in Swedish teacher education. Malmø: School of Education, Dept of Educational and Psychological Research, Educational and Psychological Interactions, no 53. Nygren, P (2004). Handlingskompetanse: om profesjonelle personer (Action competency: on professional persons). Oslo: Gyldendal Akademisk. Oettingen, A von (2007). Pædagogiske handlingsteorier i differencen mellom teori og praksis (Theories of pedagogical action between theory and practice). In A von Oettingen & F Wiedermann (eds) Mellom teori og praksis. Aktuelle utfordringer for pædagogiske professioner og professionsuddannelser (Between theory and practice. Challenges for pedagogical professions and education for pedagogical professions). Syddansk Universistsforlag. Zeichner, K M (1983) Alternative paradigms of teacher education. Journal of Teacher Education, 34, no 3, pp 3-9.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.