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ERIC Number: EJ989082
Record Type: Journal
Publication Date: 2012
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0883-0355
Discursive Positioning in Norwegian Teacher Education: Shifting from Cross-Curricularity to Skills-Based Subject Specialisation
Braathe, Hans Jorgen
International Journal of Educational Research, v55 p26-35 2012
Late and limited organisational differentiation is a characteristic which has, until now, distinguished the structure of education -- including teacher education - in the Nordic countries from that of the rest of Europe. However, this tradition is now challenged by utilitarian ideologies, supported by international comparison tests such as PISA and TIMSS. In Norway, a new teacher education system has been recently introduced requiring students to choose to specialise in one of two age ranges -- grades 1-7 or grades 5-10 -- and in addition to specialise in particular school subjects. This paper traces how different learning discourses regulate spaces for professional becoming(s), focusing on an analysis of a number of policy documents underpinning the shift from broad cross-curricular themes and project-based education towards a skills-based subject specialisation. The investigation explores how particular discourses are taken up, merged and transformed in relation to the Norwegian egalitarian school tradition. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Identifiers - Assessments and Surveys: Program for International Student Assessment; Trends in International Mathematics and Science Study