Hvem eier lærerprofesjonen? : en caseundersøkelse om implementering av rammeplan ved samfunnsfaglig lektorutdanning, NTNU
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The theme for this thesis is the use of standardisation in the education of teachers within social sciences at NTNU (Norges teknisk-naturvitenskapelige universitet). More specifically I wish to research how the standardisation of the Curriculum (Rammeplan for lektorutdanning) for the five year master program with integrated teachers education and the National Guidelines for the Education of teachers (Nasjonale Retningslinjer for lektorutdanning) are implemented into the work of the educators of teachers. These documents do become the Ministry of Educations tools to clarify what is expected of the best teacher education, and they are meant to strengthen the education, to be a frame work around the education of teachers. I`m using neo- institutional theory to look at the tension that might appear between the Ministry of Educations ideals about the education of teachers and the actual education. Neo- institutional theory emphasises the fact that organisations are cultural systems where each system creates their own understanding, symbols and translation of values within an organisation field. We can see how society and organisation fields influence the single organisation, they strive for stability, for example by imitating other organisations to gain isomorphism. The data from this research consists of interviews with the educators of teachers and students of the five year master program with integrated teacher education. This thesis concludes there is a tension between the senior Ministry office of Education and the teaching profession. Who own the teaching profession? Whilst the teachers claim they should have more autonomy and determination over their own workload and methods of learning, the state offices increase the pressure on the teachers by introducing stricter standardisations to improve the role of the teacher and the education. The teachers response to this is to distance themselves from the standardisations and therefor local variations of the education of teachers within social sciences occur at NTNU.