ProTed - Centre for Professional Learning i Teacher Education

The Centre for Professional learning in Teacher education (ProTed) has been awarded the title of Centre of Excellence in Education by the Norwegian Agency for Quality Assurance in Education (NOKUT).

The centre is a joint venture between the teacher training programme at the Universities in Oslo and Tromsø, and will be headquartered at the Department of Teacher Education and School Research at The Faculty of Educational Sciences, UiO.

ProTed Plans and Purpose

Centre for Professional learning in Teacher Education (ProTed) collaborates closely with the established teacher education programmes at the University of Oslo (UiO) and the University of Tromsø (UiT). The Centre will generate new knowledge about teaching and learning, and will ensure a research-based and integrated teacher education with a study course of five years. Centre-developed knowledge will benefit society through dissemination to policy makers, to other teacher education programmes, and to practitioners in education.



The Centre’s vision is to exploit the universities’ collective competence to develop a future-oriented knowledge-based teacher education in a five-year integrated study programme. Through ProTed, UiO and UiT will take advantage of their research force and their established network with the practice field to advance teacher education. This advancement involves activating the innovative, future- and internationally-oriented teacher.

The Centre will develop a professional education which will provide teacher students with the tools and competence necessary in a multicultural and technology-rich knowledge society. In order to reach this goal, the Centre will work systematically to:

  • develop further modes of collaboration with the practice field, based on the university school model
  • carry out systematic experiments of teaching, learning and supervision
  • contribute to developing a knowledge base about what it is that consitutes excellent teacher education

This work is carried out in close collaboration with students, practitioners and researchers.



The Centre’s main purpose is to develop integrated teacher education programmes. By integration we mean a coherent study design where scientific subjects, school subjects, pedagogy, subject didactics, theory and practice constitute a whole as a basis for teaching as a profession.

The activities within the Centre’s five work packages all sustain, in different ways, our main purpose, and reflect our priorities and strategies.

The organization of the ProTed work packages


Tasks and phases

In order to reach our aim of integrated teacher education programmes, the Centre will collaborate on various measures with different subject areas, research groups and our university schools. Autumn 2013 we are involved in around 15 different measures which are considered elements of an integrated study design, for instance an R&D-based bachelor assignment, digital exams based on novel task designs, and dialogue seminars between students, school supervisors and university staff.


Work package five is the pivot for development of integrated study designs based on the knowledge developed in the four other work packages. This package also ensures the quality of our activities by relating them to R&D-based knowledge, as well as to quantitative and qualitative indicators of excellent teacher education.

ProTed activities may to some extent be allocated to phases. However, phases overlap and activities are recurring elements of a whole:

  • Establishing projects and measures. This takes place within each work package, the majority of measures are implemented during Autumn 2012 and Spring 2013.
  • Consolidation and documentation. Projects and measures are tied to the aim of integrated teacher education programmes. Development of documentation with sharing and dissemination in mind (web pages, video production, anthology, reports). These activities coincide with the development of theory and terminology (R&D report, development of quality indicators, theory seminar). Mainly Autumn 2013 and Spring 2014.
  • Analysis and dissemination/implementation. Relating the sum of measures to integrated study designs. Consequences for the study programmes. Further dissemination of the results presented in the anthology (and in journal articles). Mainly Autumn 2014 - 2016.
  • ProTed 2017-22. Further development of study designs and projects in a comparative/international perspective. Extension of the Centre, or a continuation of ProTed’s activities within the limits of the respective departments. 2015 –


Dissemination and exchanging experiences

ProTed will share the results of its activities by

  • attending conferences, seminars and meetings related to teacher education (locally and nationally)
  • attending and organising seminars and conferences (ProTed organised an international research seminar in March 2013, a seminar for applicants to Centres of Excellence in Education in April 2013, and a conference for ICT in teacher education in October 2013).
  • ensuring regular publications concerning the Centre’s activities and results (through web pages, video productions, anthology, reports and journal articles)
  • engaging in dialogue with decision-makers, school owners, practicioners on several levels and students in order to establish innovative developments according to institutional demands
  • continually compare ProTed’s projects and measures to excellent international research and development, and systematically obtain up-to-date knowledge about what excellent teacher education is perceived to be.


See our Norwegian web pages