This paper examines the role of digital technology in national guidelines and regulations in Norwegian and Danish teacher education over the course of 28 years (1992-2020). These policy documents are used to examine policy perspectives on digital technology through an analytical framework based on Wartofsky's artifact categories. The analytical…

The paper explores the ways in which university-based Teacher Education Departments in Greece have operated to promote changes to their undergraduate curricula. Our research approach views these changes as responses to the policies of the European Union and the Bologna Process for the 'modernisation' of higher education systems across Europe. Data…

Norwegian education authorities pursue the objective that students in upper secondary schools should evaluate teaching. This kind of evaluation scheme has, however, elicited resistance from teachers. The aims of this article are to explain the advent of teaching evaluation policies in Norway and to explore which factors explain teacher resistance…

The current era of neoliberal capitalism has witnessed the domination of public education by business interests which openly promote the spirit of competition among schools, educators and students through a policy of high stakes accountability for immediately measurable educational outcomes. In the USA, this policy proposes to make teacher…