Improving Teacher Education through Evaluation: an analysis of four Norwegian case studies

This paper explores the organisational changes that have taken place in teacher education in Norway in recent years. It focuses particularly on the two largest of the 26 state colleges and explores two key themes: the ways in which leaders of teacher education in those institutions, and those from the former system, perceive the changes in the organisation of teacher education; and how they are meeting the new challenges being faced. This case study has important implications for similar reforms currently taking place in other European countries.