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dc.contributor.authorHaugen, Cecilie
dc.contributor.authorHestbek, Tine Arntzen
dc.date.accessioned2017-12-08T08:04:39Z
dc.date.available2017-12-08T08:04:39Z
dc.date.created2017-09-04T16:51:07Z
dc.date.issued2017
dc.identifier.citationKnowledge Cultures. 2017, 5 (4), 91-109.nb_NO
dc.identifier.issn2327-5731
dc.identifier.urihttp://hdl.handle.net/11250/2469627
dc.description.abstractInternationally there are heated debates on what knowledge should be provided in teacher education. Historically, teacher education has played a role in critiquing and challenging current discourses on education. In the neoliberal discourse, teacher education first of all plays an instrumental function, prioritising knowledge proven to be efficient for students´ learning outcomes. In recent reform it is emphasised that Norwegian teacher education at universities should be research-based and close to practice. Furthermore pedagogy and subject didactics are given the same name, professional knowledge, and are expected to be integrated. When boundaries between disciplines are broken important questions relate to how a new knowledge orientation is negotiated and what consequences the integration might have on future teachers´ professional identity. Analysing an integration project which failed due to great tensions, insight is provided on struggles over how the reform principles are to be recontextualised. Pedagogy and subject didactics build on different discourses of knowledge which serve different purposes that are difficult to integrate. Contextualising the analysis within international trends in teacher education, the authors argue that the integration may represent another attack on critical knowledge.nb_NO
dc.language.isoengnb_NO
dc.publisherAddleton Academic Publishersnb_NO
dc.titleTensions Between Knowledge Discourses in Norwegian Teacher Education: Does Current Reform Represent an Attack on Critical Knowledge?nb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber91-109nb_NO
dc.source.volume5nb_NO
dc.source.journalKnowledge Culturesnb_NO
dc.source.issue4nb_NO
dc.identifier.doi10.22381/KC5420177
dc.identifier.cristin1490875
dc.description.localcode© 2017 Addleton Academic Publishersnb_NO
cristin.unitcode194,67,80,0
cristin.unitnameInstitutt for lærerutdanning
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1


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