Teacher education reform in Europe: the case of Norway; trends and tensions in a global perspective |
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| Institution: | 1. Dpto. de Geología, Escuela Politécnica Superior de Ávila, Universidad de Salamanca, Avd/ Hornos Caleros no. 50, 05003 Ávila, Spain;2. Dpto. de Geología, Fac. de Ciencias, Universidad de Salamanca, Pza. de la Merced s/n, 37008 Salamanca, Spain;3. Dpto. de Geología, Universidad de Oviedo, c) Jesús Arias de Velasco, s/n, 33005 Oviedo, Spain;4. Dpto. de Ingeniería Cartográfica y del Terreno, Escuela Politécnica Superior de Ávila, Universidad de Salamanca, Avd/ Hornos Caleros no. 50, 05003 Ávila, Spain |
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| Abstract: | This article focuses on teacher education reforms and related discourses. Internationally, the last decade has been an intensive period of educational reforms and restructuring, particularly regarding teacher education. Even though teacher education in Europe has a high degree of complexity and variations, common trends in the reforms are identifiable. The article deals with trends and tensions in teacher education reforms examining Norwegian teacher education as a “case” within Europe. As an analytical tool, the term “warrants”, interpreted as “reasonable grounds” for actions, is used together with our own analytical categories to capture trends in teacher education in a global perspective. One conclusion is that we can see the impact of the new global market orientation in the national discourses on teacher education. |
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