About the project
This project examines how teacher educators approach the design and development of teacher education programs, and how program development is enacted in the intersection between epistemic, organizational and epistemic demands.
Thematically, this includes investigations of how teacher educators respond to new expectations of integration and program coherence, how different forms of knowledge are mobilized in the design of educational trajectories, and how different epistemic cultures inform conceptualisations of quality in teacher education.
The empirical material is drawn from nine teacher education institutions in Norway, covering certification for primary, lower secondary and upper secondary school. The data material consists of qualitative interviews, participant logs, observations and institutional documents.
Project period
2015- 2020