In "Core Practices in Teacher Education," Pam Grossman and Urban Fraefel bring together international voices in a global showcase of practice-based approaches to teacher education. This generous volume presents the work of teacher educators and researchers from Australia, Germany, the Netherlands, Norway, and Switzerland, among others,…

Scholars and policymakers have consistently argued for the importance of coherence in teacher education (TE). Despite this attention to coherence, challenges of fragmentation and disconnect remain, and little research exists on how study program leaders (SPLs) in TE work to achieve coherence. This article explores how SPLs in two selected TE…

Many countries offer different educational pathways to qualify vocational teachers for work in schools. This article reports on a comparison of teacher preparation in two different programmes that qualify vocational teachers in Norway. Given the lack of a quantitative framework for measuring professional preparation among vocational teachers, the…

This paper explores how teacher educators in Norway discursively enact a policy framework for teachers' professional digital competence (PDC) in the context of the digitalisation of education. This study draws on group interviews and focuses on how teacher educators understand and respond to the policy through practical argumentation. The paper…

Implementing democratic citizenship across disciplines in education requires careful consideration of how pre-service teachers are prepared to translate this concept into classroom practice. This study investigates Norwegian pre-service teachers' understanding of reflective rehearsals as a model in teacher education for enhancing awareness of…

This case study explores arts-based teaching and learning in generalist teacher education by focusing on student teachers' aesthetic learning processes in a professional workshop. The workshop is included in a Norwegian teacher education programme, where the student teachers learn "about" and "through" aesthetic learning…

Teacher education in Norway has the form of a five-year, research-based program with three or four subjects studied at the master's level. The aim of the project that this study builds on was to both prepare student teachers for future work and enhance their development in schools and universities as they worked on their R&D assignments and…

Webinars are a powerful digital tool for learning about sustainability in a global context. The implementation of different technologies in teacher education, such as webinars, is becoming indispensable due to digital transformation and internationalisation processes. In this context, digital competences are described as key to quality education…

This paper investigates the educational field by focusing on an integrated teacher education program [ITE] in Norway and OECD policy. The author centers attention on Norwegian teacher education and how globalization through such international agents as the OECD has had impact on national policy documents. Basil Bernstein's concept of pedagogical…

Teachers have difficulty integrating proof in their mathematics instruction due to both narrow beliefs about proofs and limited understanding of proofs. Indirect proofs seem to be a particular cause for concern. In this exploratory study, we contribute to the research area by reporting on an empirical study of Norwegian pre-service teachers'…

School improvement efforts rely on teachers' capacity for professional development and learning. We investigate the kind of roles taken by early career teachers (ECTs) with a master's degree from a research-based teacher education programme in relation to professional learning and school development in Norwegian schools after five years in the…

Being a professional teacher involves developing professional agency. Among the important standards of professional agency is the ability to justify classroom practices in light of conceptual knowledge and transformative reflection and clarify personal commitments and intentions in decision-making processes. This study explored how 12 student…

This study analyses how "active democratic participation" is conceptualised by sixteen teacher educators from eight institutions of higher education across four Nordic countries and how these conceptualisations are translated into their own teaching. Teacher educators' strong adherence to a liberal discourse on democratic education may…

The political promotion of international student mobility in the Nordic countries is underpinned by claims about its contribution to quality enhancement in higher education. Yet, this link is scarcely elaborated and is an understudied issue empirically. This article presents the findings of an interview study exploring the recontextualisation of…

The purpose of this research was to examine the ways that a metaphor could help describe and make sense of the facilitation practices of a teacher educator who collaborated in a self-study of teacher education practice project with colleagues in Norway, and an international critical friend. Our research question was: 'How does the metaphor of…