Program Development in Teacher Education
Teacher education has experienced a range of reforms and political change initiatives over the past decades. In spite of this, we have limited knowledge about how teacher educators approach new expectations, requirements and reforms directed at the program level. More generally, the program level is in need of more empirical and theoretical attention, both in research on teacher education and in higher education studies more generally.
About the project
This project examines how teacher educators approach the design and development of teacher education programs, and how program development is enacted in the intersection between epistemic, organizational and epistemic demands.
Thematically, this includes investigations of how teacher educators respond to new expectations of integration and program coherence, how different forms of knowledge are mobilized in the design of educational trajectories, and how different epistemic cultures inform conceptualisations of quality in teacher education.
The empirical material is drawn from nine teacher education institutions in Norway, covering certification for primary, lower secondary and upper secondary school. The data material consists of qualitative interviews, participant logs, observations and institutional documents.