NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ764461
Record Type: Journal
Publication Date: 2007-Feb
Pages: 15
Abstractor: Author
Reference Count: 17
ISSN: ISSN-0260-7476
Autonomy or Control: Discussion of a Central Dilemma in Developing a Realistic Teacher Education in Norway
Haugalokken, Ove Kr.; Ramberg, Per
Journal of Education for Teaching: International Research and Pedagogy, v33 n1 p55-69 Feb 2007
The introduction of the collaborative partnership model in initial teacher education at the Norwegian University for Science and Technology has paved the way for activities and components in its professional training that closely relate to the field of practice and meets the need to attain the more "here-and-now"-oriented objectives of the teacher education programme. The evaluation of the model reveals, however, that considerable work remains to be done before one can say that the education programme has achieved the national objectives set for a suitable training for the profession. This concerns the students' acquisition of educational theory, which is considered to be a prerequisite to the development of autonomy in the teaching profession. While a solid foundation of educational theory will be of importance for the students' future professional growth, teacher education must also include elements associated with control, thus ensuring the school system's implicit function as the bearer of society's values and culture. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway