Tobias Christoph Werler

• Werler, Tobias Christoph (2025). Samtidig usamtidighet i utdanningsreformer: En casestudie av Kunnskapsløftet og grunnskolelærerutdanningsreformen i Norge. In Edgren, Henrik & Hovland, Brit Marie (Ed.), Nye stemmer i norsk utdanningshistorie: Fra 1800-tallets nasjonalisme til vår tids usamtidige utdanningsreformer. Cappelen Damm Akademisk. ISSN 9788202840679. p. 61–82. doi: 10.23865/cdf.252.ch4. Full text in Research Archive Show summary

  This study examines the concept of “simultaneous non-simultaneity” (E. Bloch) in the context of education reforms, focusing on Norway’s Knowledge Promotion reform (2006) and the Teacher education reform (2010–2015). Through a historical-theoretical analysis, temporal disparities and asynchronous effects between the inception and implementation of reforms are explored to understand their impact on achieving reform goals in schools and teacher education. The analysis reveals that different parts of the education system do not respond to changes at the same pace or time, leading to fragmented implementation and conflicting priorities. The study highlights the dynamic tension between intention and practice, emphasizing the co-existence of forces with different temporal origins and structures. By addressing the research problem of delays and overlapping processes in reform initiatives, this research contributes to a deeper understanding of the complexities of reform implementation and offers practical recommendations for governing and implementing education reforms effectively.

• Khan, Gulab; Tahirsylaj, Armend & Werler, Tobias Christoph (2025). From Transnational Policy to National Curricula: Tracing the Diffusion and Integration of Sustainability in School Curricula in England, India, Norway, and Pakistan. Nordic Journal of Comparative and International Education (NJCIE). 9(3), p. 1–27. doi: 10.7577/njcie.6307. Full text in Research Archive Show summary

  This paper examines how transnational policies on sustainability, particularly the UN's Sustainable Development Goals (SDGs), diffuse to and reflect in national curriculum frameworks in England, India, Norway, and Pakistan. Using a qualitative exploratory design, the study analyses policy documents from transnational organisations and national curriculum frameworks from the four countries. The research focuses on how these countries conceptualize and integrate sustainability within their education systems, exploring the dominant educational ideologies underpinning these approaches. The findings reveal a clear pattern of diffusion of the three-dimensional model of sustainability (environmental, social, and economic) from transnational policies to national contexts. However, the study also highlights significant variations in how each country integrates this model, reflecting different national contexts, cultural values, and policy decisions. The study concludes that despite a global push for sustainability education, its integration remains largely contingent on national priorities and contextual factors. Further research is needed to understand how these different approaches translate into classroom practice and impact pupil learning. In particular, the study highlights in comparative terms the interplay of the national and the global in shaping curricular conceptualizations of sustainability and education for sustainable development.

• Werler, Tobias Christoph (2025). Exploring the Research Landscape of the General Didactics Network at NERA. Nordisk Tidskrift för Allmän Didaktik. ISSN 2002-2832. 11(1), p. 3–23. doi: 10.57126/noad.2025.62473. Full text in Research Archive Show summary

  This study explores the research landscape of the Nordic Educational Research Association's "General Didactics" network. Using a mixed-methods approach, the paper analyzes 79 re- search presentations to identify key themes, methodologies, and trends in the field. The re- search reveals a strong focus on Curriculum and Pedagogy, Didaktik and Bildung, and Assess- ment and Feedback in Education. Descriptive and case study designs dominate the method- ological approaches, with qualitative methods such as interviews and observations being most prevalent. The network's research demonstrates a commitment to interdisciplinary collabora- tion and the integration of Didaktik principles in various educational contexts. Notable find- ings include the emphasis on teacher education, the impact of Didaktik-informed curricula on student motivation and critical thinking, and the exploration of classroom processes through a Didaktik lens. The study highlights the network's contribution to advancing the understand- ing of Didaktik in practical educational settings and its role in shaping contemporary educa- tional discourse. The paper concludes by suggesting future directions for research within the General Didactics network, emphasizing the need for more experimental and longitudinal studies to complement existing qualitative insights.

• Huseby, Christian & Werler, Tobias Christoph (2025). Powerful Knowledge in Norwegian Teacher Education: A Framework for Curriculum Analysis. Nordic Studies in Education. ISSN 1891-5914. 45(1), p. 76–91. doi: 10.23865/nse.v45.6915. Full text in Research Archive Show summary

  This article investigates whether the Norwegian initial teacher education (ITE) curriculum embodies the principles of powerful knowledge (PK), a concept based on the importance of specialised, abstract, and theoretical knowledge in education. To address this question, we analysed Norwegian teacher education regulation (NCR) through a framework based on the three key distinctions of PK: knowledge of the powerful vs. powerful knowledge; specialised vs. non-specialised knowledge; and powerful specialised vs. less powerful specialised knowledge. The analysis revealed that NCR prioritises specialised knowledge, encourages connecting theory with practice, and promotes critical reflection among prospective teachers. However, it lacks transparency in selecting specific knowledge areas, and provides limited opportunities for interdisciplinary collaboration. The study concludes that while the Norwegian ITE curriculum demonstrates a strong commitment to PK, further improvements are needed to fully realise its transformative potential.

• Werler, Tobias Christoph (2024). Samhandling mellom skoler og universiteter i Norge? En studie om virkningen av samtidig usamtidighet. In Torgersen, Glenn-Egil; Sæverot, Herner & Jermstad, Linnéa K. (Ed.), Samfunn og samhandling under press: Betydning for pedagogisk praksis og teori. Cappelen Damm Akademisk. ISSN 9788202829407. p. 501–524. doi: 10.23865/cdf.227.ch29. Full text in Research Archive
• Werler, Tobias Christoph (2024). Philosphy of Didaktik. In Baldacchino, John & Sæverot, Herner (Ed.), The Bloomsbury Handbook of Continental Philosophy of Education. Bloomsbury Academic. ISSN 9781350334106. p. 317–331. Full text in Research Archive
• Berg-Brekkhus, Åshild & Werler, Tobias Christoph (2024). How Can Degrowth Be a Powerful Driver for Educational Change – Seen from a Nordic Point of View? Nordic Studies in Education. ISSN 1891-5914. 44(4), p. 306–320. doi: 10.23865/nse.v44.6849. Full text in Research Archive Show summary

  The article’s ambition is to illuminate the central arguments of the degrowth movement and analyze how these arguments might be relevant within the context of Nordic education. Applying the concept of topos – shared knowledge within a community – the article aims to provide an overview of recurring themes and lines of argument related to degrowth in education. The research problem here is the lack of clarity regarding how degrowth principles are understood, taught, and reflected in Nordic educational contexts. To investigate this, the article poses two key research questions: How are the education-related thinking patterns of degrowth reflected in Nordic education research? How do education-related thinking patterns of degrowth interact with Nordic educational philosophies? The article aims to answer these questions by comparing arguments related to degrowth with those related to Nordic educational philosophies and practices. It will use a two-step empirical approach to analyze the current state of degrowth-related education research in the Nordic region. The study concludes by discussing potential reasons for the limited research on this topic and outlining future research directions.

• Werler, Tobias Christoph (2024). Elevmedvirkning - et pedagogisk handlingsrepertoar. In Werler, Tobias Christoph & Sæverot, Herner (Ed.), Pedagogiske handlinger. Fagbokforlaget. ISSN 9788245047509. p. 101–126. Full text in Research Archive
• Werler, Tobias Christoph & Sæverot, Herner (2024). Pedagogiske handlinger - innledning. In Werler, Tobias Christoph & Sæverot, Herner (Ed.), Pedagogiske handlinger. Fagbokforlaget. ISSN 9788245047509. p. 13–26. Full text in Research Archive
• Baraldsnes, Dziuginta; Werler, Tobias Christoph & Lillesund, Gaute Auflem (2024). Antimobbetiltak er pedagogiske handlinger. In Werler, Tobias Christoph & Sæverot, Herner (Ed.), Pedagogiske handlinger. Fagbokforlaget. ISSN 9788245047509. p. 127–151. Full text in Research Archive
• Werler, Tobias Christoph (2023). Didaktiske dimensjoner i lærerutdanningen. In Engelsrud, Gunn Helene; Hallås, Bjørg Oddrun; Lundvall, Suzanne; Nyrnes, Aslaug; Sæle, Ove Olsen & Werler, Tobias Christoph (Ed.), Didaktiske praksiser i lærerutdanning - steder i et landskap. Universitetsforlaget. ISSN 9788215060989. p. 19–42. Full text in Research Archive
• Werler, Tobias Christoph (2022). Risk-related controversy, student debate and lived democracy. In Herheim, Rune; Werler, Tobias Christoph & Hauge, Kjellrun Hiis (Ed.), Lived democracy in education. Young citizens' democratic lives in kindergarten, school and higher education. Routledge. ISSN 9780367542160. p. 129–140. doi: 10.4324/9781003088233-13. Full text in Research Archive
• Werler, Tobias Christoph & Berg-Brekkhus, Åshild (2022). Preparedness for Lived Democracy. Exploring the Value of Capabilities and Controversies in Education. In Herheim, Rune; Werler, Tobias Christoph & Hauge, Kjellrun Hiis (Ed.), Lived democracy in education. Young citizens' democratic lives in kindergarten, school and higher education. Routledge. ISSN 9780367542160. p. 15–27. doi: 10.4324/9781003088233-3. Full text in Research Archive
• Werler, Tobias Christoph & Herheim, Rune (2022). Introduction: Exploring and defining lived democracy in education. In Herheim, Rune; Werler, Tobias Christoph & Hauge, Kjellrun Hiis (Ed.), Lived democracy in education. Young citizens' democratic lives in kindergarten, school and higher education. Routledge. ISSN 9780367542160. p. 1–12. doi: 10.4324/9781003088233-1. Full text in Research Archive Show summary

  In this chapter, we discuss and present the core ideas of education for democracy and use them as the backbone of arguments developing a new notion for education practice and research: lived democracy in education. We also elaborate on notions and questions regarding the operationalisation of the idea of lived democracy.

• Hauge, Kjellrun Hiis; Werler, Tobias Christoph & Herheim, Rune (2022). An elaborated understanding of lived democracy in education: A synthesis. In Herheim, Rune; Werler, Tobias Christoph & Hauge, Kjellrun Hiis (Ed.), Lived democracy in education. Young citizens' democratic lives in kindergarten, school and higher education. Routledge. ISSN 9780367542160. p. 177–188. doi: 10.4324/9781003088233-17. Full text in Research Archive Show summary

  Lived democracy is a notion that appears sporadically in the academic literature, but how to understand it is not discussed. It is apparently related to ideas such as doing democracy, living democracy, and practising democracy, which are terms used in the education literature to describe the qualities of living together as democratic citizens, often from a democratic Bildung perspective. This chapter further elaborates on the notion of lived democracy in education, understood as experiences with certain qualities, experiences in young learners’ political life and educational practices. The resulting understanding is based on a synthesis of selected perspectives from each of the chapters of this book, and with support from the literature on Bildung, deliberative democracy, democratic citizenship and concepts related to lived democracy.

• Werler, Tobias Christoph (2021). From Didaktik to Learning (Sciences). In Krogh, Ellen; Qvortrup, Ane & Graf, Stefan Ting (Ed.), Didaktik and Curriculum in Ongoing Dialogue. Routledge. ISSN 9781003099390. p. 41–64. doi: 10.4324/9781003099390-4. Full text in Research Archive
• Werler, Tobias Christoph; Foldnes, Vibeke Solsvik; Berg-Brekkhus, Åshild & Færevaag, Margaret Klepstad (2021). Classroom Development Through Teacher-Researcher Collaboration: Bridging the Rural-Urban Divide in Norway? Australian and International Journal of Rural Education (AIJRE). ISSN 1036-0026. 31(3), p. 96–112. doi: 10.47381/aijre.v31i3.309. Full text in Research Archive Show summary

  Norwegian rural schools experience difficulties establishing teacher-researcher collaboration. It is well documented that these schools are described as needing urban development approaches. This study aims to understand if collaborative inquiry can function as a joint learning arena for the development of teachers’ and researchers’ capacity. Specifically, this approach might enable teachers to develop their teaching independently from urban-placed researchers. The study investigates how the collaborative approach, which is mainly driven by the teachers, bridges the urban-rural divide regarding both professional development and research. Expert interview data were analysed, guided by the principles of grounded theory. Regarding teachers’ participation and inquiry, they show a rather passive role. Teacher-researcher co-operation is created through agency and ownership. Conclusively, both teachers and researchers are involved in building the bridge and learning from one another.

• Tahirsylaj, Armend & Werler, Tobias Christoph (2021). In search of dimensions of bildung: A quantitative approach. Nordic Studies in Education. ISSN 1891-5914. 41(1), p. 1–23. doi: 10.23865/NSE.V41.2130. Full text in Research Archive Show summary

  This exploratory study set out to quantitatively address the concept of Bildung and its associated dimensions of self-determination, co-determination and solidarity per the deliberations of Wolfgang Klafki. It used nationally representative European Social Survey (ESS) data from nine European countries representing Didaktik and curriculum education traditions. It was hypothesised that Bildung dimensions would be more present in Didaktik than curriculum countries. Applying mean comparison, two-sample Wilcoxon rank-sum test, t-test and multivariate regression analyses as quantitative methods, the results provide empirical evidence that dimensions of Bildung are indeed more present in countries with Didaktik than in countries with curriculum traditions. Further research is needed to address some of the limitations of the present study.

• Werler, Tobias Christoph (2021). Ein gutes Leben durch gute Bildung: Schule im Widerspruch zwischen Bildungstheorie und Empirie in Norwegen. In Klink, Cornelia (Eds.), Pädagogik und die Entdeckung des Menschen. Eine Festschrift für Dietmar Waterkamp.. Sixtina Verlag. ISSN 9783937890142. p. 111–126. Full text in Research Archive
• Werler, Tobias Christoph; Foldnes, Vibeke Solsvik; Berg-Brekkhus, Åshild & Færevaag, Margaret Klepstad (2021). Classroom Development Through Teacher-Researcher Collaboration. Australian and International Journal of Rural Education (AIJRE). ISSN 1036-0026. 31(3), p. 96–112. Full text in Research Archive
• Berg-Brekkhus, Åshild & Werler, Tobias Christoph (2021). Levd demokrati og deliberal didaktisk praksis. En studie i lys av kapabilitetstilnærmingen. Utbildning och Demokrati. ISSN 1102-6472. 30(2), p. 5–27. doi: 10.48059/uod.v30i2.1556. Full text in Research Archive Show summary

  Lived democracy and the didaktik of deliberative practice. A study in the lens of the Capability Approach. In this article, we examine the relationship between lived democracy and education. We ask what didactic practices need to be established, so that people can deliberatively participate in society. We answer the question by explaining some key approaches to education for deliberative democracy that reflect the Northern European mindset. Furthermore, we draw an empirically based democratic map on education for democracy. In the second part of the article, we elaborate on the relationship between education for capability development and lived democracy and discuss the relationship between the capability approach (CA) and deliberative democracy. We present input for a didactic practice for lived democracy based on the principles of the capability approach. Finally, we discuss whether these principles can be highlighted as a possible approach for understanding the latest curriculum reform (LK20) in Norway.

• Werler, Tobias Christoph (2020). Læringsvitenskap og pedagogisk profesjonalitet i reformbølgenes kjølvann. In Jodal, Elsi-Brith; Lindblad, Sverker & Runesdotter, Caroline (Ed.), Läroplansteori i och om lärarutbildning. Rapport från den sjunde Nordiska Läroplansteoretiska konferensen. Institutionen för pedagogik och specialpedagogik. ISSN 9789186857271. p. 109–130. Full text in Research Archive
• Werler, Tobias Christoph & Tahirsylaj, Armend (2020). Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions. European Journal of Teacher Education. ISSN 0261-9768. 45(2), p. 154–172. doi: 10.1080/02619768.2020.1827388. Full text in Research Archive Show summary

  Teacher education is of vital importance for what teachers are capable to do for their pupils, but little is known about student teachers’ pedagogical knowledge. The Didaktik and the curriculum traditions are two main education approaches underpinning formal schooling and teacher education programmes (TEPs) in the Western world. The main difference between the two traditions lies in the content and objectives of teacher education, which are either theoretical or action-oriented. Two questions are addressed quantitatively: How do teacher education programmes and their outcomes vary across Didaktik and curriculum traditions? How do opportunities to learn and beliefs about teaching methods affect mathematical content knowledge (MCK) and mathematical pedagogical content knowledge (MPCK) scores? Empirical data from the Teacher Education and Development Study in Mathematics (TEDS-M) are used, with samples from Norway, Germany, Switzerland, and the US. The study offers alternative explanations for variations of TEPs’ outcomes within the Western world.

• Werler, Tobias Christoph (2019). Scenariodidaktikk, debatt og didaktisk risiko. In Breivega, Kjersti Maria Rongen & Rangnes, Toril Eskeland (Ed.), Demokratisk danning i skolen. Tverrfaglige empiriske studier. Universitetsforlaget. ISSN 9788215031637. p. 51–71. doi: 10.18261/9788215031637-2019-03. Full text in Research Archive Show summary

  Lofoten-området har de siste årene vært gjenstand for offentlig debatt om oljeutvinning. Hensikten med dette kapittelet er å presentere forskningsresultatene fra en intervensjonsstudie ved en skole i Lofoten. Det brukes scenariobasert undervisning som utgangspunkt for elevers politiske debatter om risiko ved oljeutvinning i Lofoten. På bakgrunn av dokumentarisk innholdsanalyse undersøkes kvaliteter ved elevers diskusjonsprosesser knyttet til kontroversielle temaer. Med andre ord dreier studien seg om hvordan elever handler og uttrykker seg i en politisk plenumsdebatt knyttet til opplevelse av reell risiko. Videre er det studiens formål å forstå hvordan elever bruker den intellektuelle kunsten å drive en politisk debatt. Studien gir svar på spørsmålene: Hvordan argumenterer elever i en politisk plenumsdebatt? Er scenariodidaktikk egnet for demokratisk danningspraksis?

• Hauge, Kjellrun Hiis; Breivega, Kjersti Maria Rongen; Lilland, Inger Elin; Kacerja, Suela; Brekkhus, Åshild Berg & Werler, Tobias Christoph (2019). Med norsk og matematikk mot konspirasjonsteorier. In Lenz, Claudia & Moldrheim, Solveig (Ed.), Dembra - Faglige perspektiver på demokrati og forebygging av gruppefiendtlighet i skolen (2). Senter for Studier av Holocaust og livssynsminoriteter. ISSN 9788292988671. p. 50–59. Full text in Research Archive
• Breivega, Kjersti Maria Rongen; Rangnes, Toril Eskeland & Werler, Tobias Christoph (2019). Demokratisk danning i skole og undervisning. In Breivega, Kjersti Maria Rongen & Rangnes, Toril Eskeland (Ed.), Demokratisk danning i skolen. Tverrfaglige empiriske studier. Universitetsforlaget. ISSN 9788215031637. p. 15–33. doi: 10.18261/9788215031637-2019-01. Full text in Research Archive
• Werler, Tobias Christoph & Baraldsnes, Dziuginta (2018). Comparing conceptual text and documenting photos Researching Outdoor Education in the Context of Reichwein’s Progressive Teaching and Rousseau’s Émile. International Journal of Research & Method in Education. ISSN 1743-727X. p. 1–16. doi: 10.1080/1743727X.2018.1481939. Full text in Research Archive
• Brekkhus, Åshild Berg & Werler, Tobias Christoph (2018). Operasjonalisering av kapabilitetstilnærmingen. Et eksempel fra en kvalitativ studie i norsk videregående opplæring. Tidsskrift for Socialpædagogik. ISSN 1398-3717. 21(2), p. 15–29. Full text in Research Archive
• Werler, Tobias Christoph (2018). Workshop-Didaktik for Cooperation in a Contingent World. In Torgersen, Glenn-Egil (Eds.), Interaction: ‘Samhandling’ Under Risk: A Step Ahead of the Unforeseen. Cappelen Damm Akademisk. ISSN 9788202535025. p. 75–90. Full text in Research Archive Show summary

  Based on the idea that contingency frames people’s view of the world, the text examines how cooperation is still possible. It is argued that cooperation is a human constant (Tomsello), as well as a skill and craft to be unfolded again (Sennett). In order to facilitate teaching and learning processes focussing on the emergence of cooperation, a “Workshop Didactic” is developed. Such a didactic is particularly powerful in enabling people to deal with the challenges of unforeseen situations.

• Werler, Tobias Christoph (2018). Teacher Education and Democratic Accountability in Norway. Teacher Education & Practice. ISSN 0890-6459. 31(2), p. 225–234. Full text in Research Archive
• Trippestad, Tom Are; Swennen, Anja & Werler, Tobias Christoph (2017). Reform as a State of Exception. In Trippestad, Tom Are; Swennen, Anja & Werler, Tobias Christoph (Ed.), The Struggle for Teacher Education. International Perspectives on Governance and Reforms. Bloomsbury Academic. ISSN 9781474285537. p. 185–191. Full text in Research Archive Show summary

  Reform of teacher education is en vogue worldwide today due to the widespread belief that teacher education has the power to change traditional modes of schooling, educating new teachers who will be capable of improving the knowledge standard of children and boost the economic power of nations. The Struggle for Teacher Education brings together conceptual, comparative and empirical studies from Australia, England, Finland, The Netherlands, Norway, South Africa and South America to explore the ways in which professional education has been positioned in a reactive mode. The contributors discuss how teacher education is a contested division in higher education and look at how current reform efforts may limit the potential and work of teacher education, highlighting why this point needs more attention. Moreover, the collection reveals how teacher education's authorship on teacher professionalism may be weakened or strengthened by current reform drives and offers alternative models on how to rethink reforming teacher education.

• Trippestad, Tom Are; Swennen, Anja & Werler, Tobias Christoph (2017). The Struggle for Teacher Education. In Trippestad, Tom Are; Swennen, Anja & Werler, Tobias Christoph (Ed.), The Struggle for Teacher Education. International Perspectives on Governance and Reforms. Bloomsbury Academic. ISSN 9781474285537. p. 1–16. doi: 10.5040/9781474285568.0006. Full text in Research Archive Show summary

  Reform of teacher education is en vogue worldwide today due to the widespread belief that teacher education has the power to change traditional modes of schooling, educating new teachers who will be capable of improving the knowledge standard of children and boost the economic power of nations. The Struggle for Teacher Education brings together conceptual, comparative and empirical studies from Australia, England, Finland, The Netherlands, Norway, South Africa and South America to explore the ways in which professional education has been positioned in a reactive mode. The contributors discuss how teacher education is a contested division in higher education and look at how current reform efforts may limit the potential and work of teacher education, highlighting why this point needs more attention. Moreover, the collection reveals how teacher education's authorship on teacher professionalism may be weakened or strengthened by current reform drives and offers alternative models on how to rethink reforming teacher education.

• Werler, Tobias Christoph & Færevaag, Margaret Klepstad (2017). National testing data in Norwegian Classrooms: a tool to improve pupil performance? Nordic Journal of Studies in Educational Policy. 3(1), p. 67–81. doi: 10.1080/20020317.2017.1320188. Full text in Research Archive Show summary

  This paper considers teachers’ use of data from national school tests. These national tests are part of the Norwegian top-down accountability school system. According to official regulations, teachers have to use the test results to improve learning outcomes even if the test system is not able to deliver necessary data. However, previous research has shown that teachers apply teaching-to-test strategies. The focus of this paper is twofold. First, we ask, ‘How do teachers perceive and interpret the data from national tests?’ Second, ‘How do teachers view their actions related to the data from national tests?’ We base our research on data from semi-structured 5th-grade-teacher interviews. The transcribed text is subject to qualitative content analysis. We find that teachers are in a state of data illiteracy towards complex Item Response Theory tests. Inspired by Bernstein’s concept of the pedagogic device, we see that the test data rules both teacher work in the classroom as well as knowledge provided to the pupils. The national tests seem to undermine teachers’ autonomy, restrict teachers’ practice and reinforce the impact of unfair structures on pupils’ learning.

• Werler, Tobias Christoph (2017). Pedagogikk, dilemma og profesjonalitet. In Sæverot, Herner & Werler, Tobias Christoph (Ed.), Pedagogikkens språk. Kunnskapsformer i pedagogikkvitenskap.. Gyldendal Akademisk. ISSN 9788205493902. p. 164–190. Full text in Research Archive Show summary

  Dette kapitlet legger frem en pedagogisk handlingsteori som rekonstruerer ulike pedagogiske dilemmaer. Slike dilemmaer er definert gjennom to motstridige verdisett som ønskes realisert samtidig. Men siden pedagoger kun kan velge ett sett, kan de ikke realisere alle verdiene som er ønskelige – verken samtidig eller med lik intensitet. Dette skaper usikkerhet ved valg av pedagogiske handlinger. Avslutningsvis drøftes det om fremtidige lærere settes i stand gjennom sin profesjonsutdanning til å håndtere pedagogiske dilemmaer.

• Werler, Tobias Christoph (2017). Learning Sciences: Reconfiguring Authority in Teacher Education. In Trippestad, Tom Are; Swennen, Anja & Werler, Tobias Christoph (Ed.), The Struggle for Teacher Education. International Perspectives on Governance and Reforms. Bloomsbury Academic. ISSN 9781474285537. p. 131–146. Full text in Research Archive Show summary

  Reform of teacher education is en vogue worldwide today due to the widespread belief that teacher education has the power to change traditional modes of schooling, educating new teachers who will be capable of improving the knowledge standard of children and boost the economic power of nations. The Struggle for Teacher Education brings together conceptual, comparative and empirical studies from Australia, England, Finland, The Netherlands, Norway, South Africa and South America to explore the ways in which professional education has been positioned in a reactive mode. The contributors discuss how teacher education is a contested division in higher education and look at how current reform efforts may limit the potential and work of teacher education, highlighting why this point needs more attention. Moreover, the collection reveals how teacher education's authorship on teacher professionalism may be weakened or strengthened by current reform drives and offers alternative models on how to rethink reforming teacher education.

• Werler, Tobias Christoph; Claesson, Silwa & Strandler, Ola (2017). Schweden. In Döbert, Hans; Hörner, Wolfgang; Reuter, Lutz R. & Kopp, Botho von (Ed.), Die Bildungssysteme Europas. Schneider Verlag Hohengehren GmbH. ISSN 9783834017055. p. 650–668. Full text in Research Archive
• Werler, Tobias Christoph & Rasmussen, Palle (2017). Dänemark. In Döbert, Hans; Hörner, Wolfgang; Reuter, Lutz R. & Kopp, Botho von (Ed.), Die Bildungssysteme Europas. Schneider Verlag Hohengehren GmbH. ISSN 9783834017055. p. 138–157. Full text in Research Archive
• Volckmar, Nina & Werler, Tobias Christoph (2017). Norwegen. In Döbert, Hans; Hörner, Wolfgang; Reuter, Lutz R. & Kopp, Botho von (Ed.), Die Bildungssysteme Europas. Schneider Verlag Hohengehren GmbH. ISSN 9783834017055. p. 520–536. Full text in Research Archive Show summary

  Completely revised and rewriten

• Werler, Tobias Christoph & Sæverot, Herner (2017). Pedagogikkens språk og kunnskapsformer – en introduksjon. In Sæverot, Herner & Werler, Tobias Christoph (Ed.), Pedagogikkens språk. Kunnskapsformer i pedagogikkvitenskap.. Gyldendal Akademisk. ISSN 9788205493902. Full text in Research Archive
• Volckmar, Nina & Werler, Tobias Christoph (2015). Norway. In Hörner, Wolfgang; Döbert, Hans; Reuter, Lutz R. & Kopp, Botho von (Ed.), The Education Systems of Europe. Springer. ISSN 9783319074733. p. 603–619. doi: 10.1007/978-3-319-07473-3_36. Full text in Research Archive Show summary

  Identifies common patterns of European education, compared to education systems worldwide Incorporates statistical data, analysis and descriptions of education systems in all European countries Emphasizes educational trends in the tension between continuity and change Combines an analytical framework with substantial reliable information, permitting comparisons of problems

• Rasmussen, Palle & Werler, Tobias Christoph (2015). Denmark. In Hörner, Wolfgang; Döbert, Hans; Reuter, Lutz R. & Kopp, Botho von (Ed.), The Education Systems of Europe. Springer. ISSN 9783319074733. p. 207–226. doi: 10.1007/978-3-319-07473-3_13. Full text in Research Archive Show summary

  The notion of the so-called life enlightenment (livsoplysning) and the concepts elaborated by N. F. S. Grundtvig and his work on residential adult education centers form the fundamental principles of the Danish school system. A significant goal of Danish education is not just the acquisition of theoretical knowledge, but the acquisition of practical knowledge that provides an explanation of and orientation in life.

• Werler, Tobias Christoph; Claesson, Silwa & Strandler, Ola (2015). Sweden. In Hörner, Wolfgang; Döbert, Hans; Reuter, Lutz R. & Kopp, Botho von (Ed.), The Education Systems of Europe. Springer. ISSN 9783319074733. p. 779–796. doi: 10.1007/978-3-319-07473-3_46. Full text in Research Archive Show summary

  Sweden can look back on a long period of peaceful development that has strongly determined the country’s economic and educational development. Sweden’s empire once covered a large part of the Baltic region. Education in this area enjoyed considerable attention. Toward the end of the 30-year war, for example, Johann Amos Comenius was called to Sweden to assist the establishment of the school system. The period that followed was characterized by territorial loss. The loss of Finland (1809) and Norway (1905) had to be dealt with both socially and culturally. Sweden was not involved in the two world wars.

• Werler, Tobias Christoph (2015). Læring i og av naturen? Epigenetiske aspekter ved et didaktisk problem. In Hallås, Bjørg Oddrun & Karlsen, Gunnar (Ed.), Natur og danning. Profesjonsutøvelse, barnehage og skole. Fagbokforlaget. ISSN 9788245015553. p. 37–57. Full text in Research Archive
• Werler, Tobias Christoph (2015). Refleksiv improvisasjon. Undervisning og det uforutsette. In Torgersen, Glenn Egil (Eds.), Pedagogikk for det uforutsette. Fagbokforlaget. ISSN 9788245017687. p. 283–296. Full text in Research Archive
• Werler, Tobias Christoph (2015). Commodification of teacher professionalism. Policy Futures in Education. 14(1), p. 60–76. doi: 10.1177/1478210315612646. Full text in Research Archive
• Werler, Tobias Christoph; Brante, Göran; Claesson, Silwa; Dimenäs, Jörgen; Erlandson, Peter & Finnbogason, Gunnar E [Show all 10 contributors for this article] (2015). Nordisk tidskrift för allmän didaktik, en inledning. Nordisk Tidskrift för Allmän Didaktik. ISSN 2002-2832. 1(1), p. 2–6. Full text in Research Archive
• Werler, Tobias Christoph (2014). Entwicklungstrends in der Lehrerbildung in England. In Döbert, Hans; Kopp, Botho Von & Weishaupt, Horst (Ed.), Innovative Ansätze der Lehrerbildung im Ausland. Waxmann Verlag. ISSN 9783830931027. p. 135–148. Full text in Research Archive
• Werler, Tobias Christoph (2014). Aktuelle Entwicklungen der Lehrerbildung in den skandinavischen Staaten. In Döbert, Hans; Kopp, Botho Von & Weishaupt, Horst (Ed.), Innovative Ansätze der Lehrerbildung im Ausland. Waxmann Verlag. ISSN 9783830931027. p. 109–134. Full text in Research Archive
• Kyriacou, Chris; Avramidis, Elias; Stephens, Paul & Werler, Tobias Christoph (2013). Social pedagogy in schools: student teacher attitudes in England and Norway. International Journal of Inclusive Education. ISSN 1360-3116. 17(2), p. 192–204. doi: 10.1080/13603116.2011.629689. Full text in Research Archive
• Werler, Tobias Christoph (2013). Profesjonenes kjerne? : relasjonen mellom teori og praksis i (ny) norsk lærerutdanning. In Langfeldt, Gjert & Moe, Vegard Fusche (Ed.), Å lære å bli lærer : en begrunnelse og en oversikt. Cappelen Damm Akademisk. ISSN 9788202384715. p. 180–198. Full text in Research Archive

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• Werler, Tobias Christoph & Sæverot, Herner (2024). Pedagogiske handlinger. Fagbokforlaget. ISBN 9788245047509. 279 p. Full text in Research Archive
• Engelsrud, Gunn Helene; Hallås, Bjørg Oddrun; Lundvall, Suzanne; Nyrnes, Aslaug; Sæle, Ove Olsen & Werler, Tobias Christoph (2023). Didaktiske praksiser i lærerutdanning - steder i et landskap. Universitetsforlaget. ISBN 9788215060989. 243 p. Full text in Research Archive
• Herheim, Rune; Werler, Tobias Christoph & Hauge, Kjellrun Hiis (2022). Lived democracy in education. Young citizens' democratic lives in kindergarten, school and higher education. Routledge. ISBN 9780367542160. 210 p. Full text in Research Archive
• Trippestad, Tom Are; Swennen, Anja & Werler, Tobias Christoph (2017). The Struggle for Teacher Education. International Perspectives on Governance and Reforms. Bloomsbury Academic. ISBN 9781474285537. 224 p. Full text in Research Archive Show summary

  Reform of teacher education is en vogue worldwide today due to the widespread belief that teacher education has the power to change traditional modes of schooling, educating new teachers who will be capable of improving the knowledge standard of children and boost the economic power of nations. The Struggle for Teacher Education brings together conceptual, comparative and empirical studies from Australia, England, Finland, The Netherlands, Norway, South Africa and South America to explore the ways in which professional education has been positioned in a reactive mode. The contributors discuss how teacher education is a contested division in higher education and look at how current reform efforts may limit the potential and work of teacher education, highlighting why this point needs more attention. Moreover, the collection reveals how teacher education's authorship on teacher professionalism may be weakened or strengthened by current reform drives and offers alternative models on how to rethink reforming teacher education.

• Sæverot, Herner & Werler, Tobias Christoph (2017). Pedagogikkens språk. Kunnskapsformer i pedagogikkvitenskap. Gyldendal Akademisk. ISBN 9788205493902. Full text in Research Archive

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• Werler, Tobias Christoph & Berg-Brekkhus, Åshild (2024). Cooperation on Temporal Logics: Navigation Challenges and Requirements between Teachers and Teacher Education. Full text in Research Archive
• Werler, Tobias Christoph; Baraldsnes, Dziuginta & Kuginyte-Arlauskiene, Ieva (2023). Deformed knowledge and teacher education: Norwegian Pre-service Teachers’ Knowledge to Reveal and Prevent School Bullying. Full text in Research Archive
• Engelsrud, Gunn Helene; Hallås, Bjørg Oddrun; Lundvall, Suzanne; Nyrnes, Aslaug; Sæle, Ove Olsen & Werler, Tobias Christoph (2023). Introduksjon. In Engelsrud, Gunn Helene; Hallås, Bjørg Oddrun; Lundvall, Suzanne; Nyrnes, Aslaug; Sæle, Ove Olsen & Werler, Tobias Christoph (Ed.), Didaktiske praksiser i lærerutdanning - steder i et landskap. Universitetsforlaget. ISSN 9788215060989. p. 13–18. Full text in Research Archive
• Baraldsnes, Dziuginta; Kuginyte-Arlauskiene, Ieva & Werler, Tobias Christoph (2023). Pre-service teachers' perceptions of the school bullying phenomenon. Full text in Research Archive
• Baraldsnes, Dziuginta; Kuginyte-Arlauskiene, Ieva & Werler, Tobias Christoph (2022). School bullying: knowledge and experience to intervene in pre-service teachers in Norway. Full text in Research Archive
• Werler, Tobias Christoph (2022). Vom Norden lernen? Pädagogik. ISSN 0933-422X. 73(12), p. 58–61. Full text in Research Archive
• Werler, Tobias Christoph & Berg-Brekkhus, Åshild (2022). Critical Thinking and Democratic Participation among Upper Secondary Students in Norway Students Expressed Experiences in the Lens of the Capability Approach. Full text in Research Archive
• Werler, Tobias Christoph; Foldnes, Vibeke Solsvik & Færevaag, Margaret Klepstad (2021). Classroom Development Through Teacher-Researcher Collaboration. Bridging the Rural Urban Divide in Norway. Full text in Research Archive
• Baraldsnes, Dziuginta; Kuginyte-Arlauskiene, Ieva & Werler, Tobias Christoph (2021). School Bullying: Norwegian Pre-service Teachers’ Knowledge and Practice to Reveal and Prevent. Full text in Research Archive
• Brekkhus, Åshild Berg & Werler, Tobias Christoph (2019). Operationalization of the Capability Approach- Operationalizing Bildung? Full text in Research Archive
• Werler, Tobias Christoph; Foldnes, Vibeke Solsvik & Færevaag, Margaret Klepstad (2019). Developing Collaborative Professionalism - Unravelling the Didactic Value of Small Data. Full text in Research Archive
• Werler, Tobias Christoph & Brekkhus, Åshild Berg (2017). School Equipment - a theory about its functions and effects: Insights from an explorative study. Full text in Research Archive
• Sæverot, Herner; Torgersen, Glenn-Egil & Werler, Tobias Christoph (2017). Pedagogy in a triadic perspective. Full text in Research Archive
• Werler, Tobias Christoph & Brekkhus, Åshild Berg (2017). The capability approach -How do teachers inhibit or promote the pupils functionings ? Insights from a Norwegian study on Upper Secondary Education. Full text in Research Archive
• Brekkhus, Åshild Berg & Werler, Tobias Christoph (2017). Capability for Empowerment and Work through Vocational Education and Training (VET) in Upper Secondary Education in Norway. Full text in Research Archive
• Werler, Tobias Christoph & Baraldsnes, Dziuginta (2017). Teacher Work for Inclusive Education in Rural Areas. Comparing Teacher`s Experiences and Evaluations in Norway and Lithuania. Full text in Research Archive
• Werler, Tobias Christoph & Brekkhus, Åshild Berg (2016). Capability Expansion in Upper Secondary Schools in Norway? Full text in Research Archive
• Werler, Tobias Christoph (2016). The Evolution of Nordic Schooling and peoples mind-sets. Full text in Research Archive Show summary

  Traditionally one describes schooling as a system per se or as part of the political system. However, analyses about “Nordic” schooling have not seen the relationship between the value set of a state formation and the origins and evolution of schools (Antikainen 2006, Telhaug et.al. 2006). The following paper will re-read both Scandinavian school histories as well as welfare state analysis in order to find those constitutional mind-sets. Beyond that value-focused curriculum, analysis of several Scandinavian school curriculum are carried out. This is done in order to test the hypothesis that Nordic goals and value-sets of schooling are heavily influenced by the value-set of the respective value-sets of state formations like welfare state and competition state (Moisio & Leppänen 2007, Antikainen 2010, Kananen 2014). The Question In order to be able to test the hypothesis the paper asks for the role of schooling in the welfare state as well as in the competition state. Beyond that, it is asked for what kind of valuesets has been created and did it change people’s identity over time? The empirical materials explored Data for the analysis s delivered by national school history books (articles) as well as value analysis of state-formations. Those are compared to value-sets of historical and current curriculum texts. Findings will be reflected based on value-data (and its evolution) of the European Social Survey (2002 – 2014).

• Werler, Tobias Christoph (2016). Kompetanseløft for lærerutdanningsforskning. Full text in Research Archive
• Werler, Tobias Christoph (2016). Teacher’s role conflicts in rural areas in Norway, Poland and Lithuania. Full text in Research Archive Show summary

  The paper presentation provides insight into teacher’s role conflicts in rural areas in Norway, Poland and Lithuania. The qualitative data comprises 29 semi-structured interviews. They were conducted between December 2014 and April 2015 among teachers and kindergarten teachers working in rural schools and kindergartens (in countries mentioned above). This paper analyzes one of the categories that covers our research question and refers to role conflicts. In order to get a deeper insight in meanings of this category (teacher values, attitudes and their social capital) qualitative content analysis procedure – following Mayring (2000) was applied. Teachers in rural areas might experience role conflicts due to tight bonds in a local community as well as they possibly (have to) represent several (contradictory) positions. For example, role conflicts can be triggered when a teacher is a relative of student. Role conflicts might occur too at other places like shops or the sports club. Role conflicts can follow out of the fact that teachers teach without adequate background. Such a situation cause that it is for them unavoidable to learn to deal with close relations. They have to make use of the local cultural / social code in order to suffice and work as a teacher. It seems reasonable to assume that coping with close relations as well as teacher’s visibility has impact on teacher attitudes. The analysis will elaborate on intra-role conflicts as well as on inter-role conflicts when teachers try to meet the “agenda” of the rural community.

• Werler, Tobias Christoph; Baraldsnes, Dziuginta & Sadownik, Alicja R. (2016). “Who are you in this place?” Rural teacher professionalism in Norway – with Poland and Lithuania as horizons of comparison. Full text in Research Archive Show summary

  Rural communities present special challenges to teachers, including large territorial distances, isolation from colleagues/professional environment, and limited access to resources for support, as well as unique community expectations and role conflicts. Much of current teaching practice seem to be based on models derived from urban knowledge and competence contexts, which have little in common with the demands of rural areas even though rural teacher work force counts for ca. 30 % of either Norway, Poland and Lithuania. Moreover, current international research on teacher professionalism seems to be neutral, in terms of distinction between urbanity and rurality. A way from some Canadian examples (Preston 2006) it does not consider rural ways of being a teacher. This is surprising, because pedagogy of place (Mendel 2006, 2009) as well as place-based education (Sobel 2004) comes with a clear argument that place matters. Places with their communities are creating particular inter-subjectivities that are framing (well)being of a (good) teacher. However, research on other professions (f. ex.: police) distinguishes between urban and rural context (Slade, 2013). This paper reports from a project that tries to fill the research gap. The project is aimed to explore unique qualities of educational professionalism at schools situated in different European rural areas (Norway, Poland and Lithuania), and thereby reconstruct unique contributions to community well-being, that can be introduced to teacher education. In this article, we focus on Norwegian specificity of rural teaching, but use “voices” from Poland and Lithuania as horizons of comparison (Bohnsack 2001). Since we see rural teacher professionalism as constructed in dynamic collaboration between teachers work and local community, introducing other qualities - established within historically different conceptualizations of rurality and school, make explored meanings and relations visible/accessible (ibid).

• Jobst, Solvejg & Werler, Tobias Christoph (2015). Teacher Education Reform in Germany and Norway. Full text in Research Archive
• Werler, Tobias Christoph (2015). Rural Teacher Professionalism – general outline of the research project. Full text in Research Archive
• Baraldsnes, Dziuginta; Sadownik, Alicja Renata & Werler, Tobias Christoph (2015). Rural teaching in Norway, Poland and Lithuania: Voices from Kindergarten and School. Full text in Research Archive
• Werler, Tobias Christoph (2015). Prisen til profesjonens nye normative paradigme: The learning sciences! Full text in Research Archive
• Werler, Tobias Christoph (2015). Rural Teaching in Norway. Full text in Research Archive
• Werler, Tobias Christoph (2015). Lived democracy, contested issues and scenario building in classrooms. What are the characteristics of deliberations in classrooms related to risk? Full text in Research Archive
• Werler, Tobias Christoph (2015). Teachers professionalism in rural areas: Voices from Norwegian schools. Full text in Research Archive
• Werler, Tobias Christoph (2015). The Evolution of Scandinavian Schooling and peoples mind-sets. Full text in Research Archive
• Werler, Tobias Christoph (2014). The Core of Teacher Professionalism: Pedagogy and Student knowledge? Full text in Research Archive
• Werler, Tobias Christoph (2014). Improvisation and teaching - challenging pedagogical principles. Full text in Research Archive
• Werler, Tobias Christoph (2014). Didaktikk og improvisasjon. Full text in Research Archive
• Werler, Tobias Christoph (2014). Skolens betingelser & resultat - et didaktikklandskap -. Full text in Research Archive
• Werler, Tobias Christoph (2014). Building capabilities by/in an Education Landscape in Western Norway. Full text in Research Archive
• Werler, Tobias Christoph (2014). Learning sciences = pedagogikk? Full text in Research Archive
• Werler, Tobias Christoph (2014). The Gateway to Professionalism? Follow-up Evaluation on Teacher Education Reform in Norway (2010–2014). Full text in Research Archive
• Werler, Tobias Christoph (2013). Didaktikklandskap og innovasjon. Full text in Research Archive
• Werler, Tobias Christoph (2013). The Transformation of Teacher Professionalism. Full text in Research Archive
• Werler, Tobias Christoph (2013). Herner Sæverot: Indirect pedagogy: Some lessons in existential education. Sense Publishers. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 97(3), p. 252–254. Full text in Research Archive
• Werler, Tobias Christoph (2013). Literacy & danning? Ny vin eller gamle slanger? Full text in Research Archive
• Werler, Tobias Christoph & Sætre, Aina (2012). Benefitting from Schooling in Education Landscapes. Full text in Research Archive
• Haugland, Aina Isdal; Nordhagen, Inger; Ryssevik, Jostein; Skutlaberg, Linn Synnøve; Werler, Tobias Christoph & Brekkhus, Åshild Berg (2016). Kartlegging av utstyr i videregående skole. Delrapport. Ideas2Evidens. Full text in Research Archive
• Ryssevik, Jostein; Skutlaberg, Linn Synnøve; Haugland, Aina Isdal; Nordhagen, Inger; Werler, Tobias Christoph & Brekkhus, Åshild Berg (2016). Godt nok eller best mulig? Hovedrapport fra kartlegging av utstyr i videregående skole. Ideas2Evidens/Utdanningsdirektoratet. Full text in Research Archive
• Rogne, Magne; Malmo, Kari-Anne Svensen; Andersen, Joachim Kolnes; Munthe, Elaine; Werler, Tobias Christoph & Maagerø, Eva (2015). Grunnskulelærarutdanningane etter fem år. Status, utfordringar og vegar vidare. Rapport nr. 5 frå Følgjegruppa til Kunnskapsdepartementet. Følgjegruppa for lærarutdanningsreforma. ISSN 9788299897785. Full text in Research Archive
• Kristiansen, Ane Marte Bakke & Werler, Tobias Christoph (2012). En studie av foresatte sin opplevelse av samarbeidet med skolen etter innføringen av forsterket opplæring. Høgskulen i Volda. Full text in Research Archive Show summary

  The topic investigated concerns early childhood intervention and school- home cooperation. Previous research (Nordahl, 2003, 2007; Johnsen, 2008) has shown that parents whose children struggle academically often cooperate poorly when compared to other parents. In autumn of 2009 a decree was added to the Education act § 2-2a. The decree outlined that children in first to fourth grade who are in need of extra academic support should get additional “intensified” tutoring. The intended aim was to decrease the number of children who might need special education1 later in life. In other words, it applies to those children who are not receiving special education pursuant to § 5-1, but whom fall at the low end of the normal distribution in terms of reading and arithmetic scores (Proposition. No. 55, 2008-2009). With a focus on children who struggle with reading, the intent was to uncover the answer to the following question: How do parents with children in need of special support experience cooperation with the school after implementation of intensified tutoring? Qualitative research interviews were conducted in two different primary schools located in a municipality known for its focus on early childhood intervention. A total of eight informants were interviewed, and the central concepts of the interviews concerned cooperation, relationships, power and empowerment. The main trend was that most of the participants reported being relatively satisfied with the cooperation, both prior to and after the intensified tutoring was introduced. The participants reported having a good relationship with the child’s teacher; they felt they were given enough information and they maintained that they would not hesitate to contact the school if necessary. Furthermore, they reported being under the impression that their child’s teacher viewed them as a resource in the effort to improve the child’s reading scores. Nevertheless, the cooperation could also be characterized by information-exchange, coincidences and low levels of parental influence. There are no set guidelines for the conditions of the cooperation; this did however not appear as a problem by the majority. Half of the informants had also been told to "wait and see", in cases where children should have been identified as having difficulties writing and reading. The majority also reported that their child was frustrated and /or were crying while doing homework, and three out of eight relayed that they had felt powerlessness in meeting with school staff. The majority did not know much about the intensified tutoring or how it was organized, however they thought it had a positive impact in terms of their child’s improved reading skills.

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