ERIC Number: EJ694638
Record Type: Journal
Publication Date: 2004-Feb
Reference Count: 33
Teacher "Training" and Teacher "Education" in England and Norway: A Comparative Study of Policy Goals
Stephens, Paul; Tonnessen, Finn Egil; Kyriacou, Chris
Comparative Education, v40 n1 p109-130 Feb 2004
In this paper, we examine the complementary and differing state-defined roles of beginning schoolteachers in England and Norway by investigating centrally mandated initial teacher preparation programmes in both countries. Through comparative analysis, we get to see the roles that the policy-makers in London and Oslo seek to confer upon the educators of future generations of schoolchildren, as well as exploring opportunities for cross-cultural policy learning. In broad terms, we found that centrally prescribed initial teacher training in England is, as its name implies, a training model that seeks to induct trainee teachers into the practical skills and willingness necessary for: instructing pupils in National Curriculum subjects, managing classroom activities, setting homework to consolidate and extend classroom work and providing pupils with a safe learning environment. Centrally prescribed initial teacher education in Norway is, as its name implies, an educative model whose goal is to help student teachers to: reflect and act upon the practical implications of educational theory, instruct pupils in National Curriculum subjects, display leadership in the classroom, act as a member of a caring profession, promote Norwegian values and provide pupils with a safe learning environment.
Descriptors: Teaching Methods, Foreign Countries, Comparative Analysis, Students, Learning Activities, Educational Environment, Class Activities, Student Teachers, National Curriculum, Preservice Teacher Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Norway (Oslo); United Kingdom (London)