Teaching about Teaching- Teacher Educators' and Student Teachers' Perceptions from Norway

Abstract

In this chapter we address the question of how to prepare student teachers for professionalism in teaching. We especially focus on higher education-based teacher educators and their role in promoting integration between theory and practice, which is frequently perceived as a challenge in teacher education (Korthagen F, J Educ Teach 36(4):407–423, 2010; Kvernbekk T, Informal Logic 32(3):288–305, 2012). The chapter draws on a study, in a Norwegian context, that investigated teacher educators’ competence as seen from their own and student teachers’ perspectives (Ulvik M, Smith K, Uniped 39(1):61–77, 2016). Competence is here understood as the knowledge and skills that teacher educators need to do their job.