1. Responding to the challenge of providing stronger research base for teacher education: research discourses in the Norwegian national research school for teacher education
- Author
-
Anna-Lena Østern
- Subjects
Discourse analysis ,05 social sciences ,Professional development ,050401 social sciences methods ,050301 education ,Norwegian ,Educational attainment ,Teacher education ,language.human_language ,Education ,Educational research ,0504 sociology ,Graduate students ,Political science ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,language ,0503 education ,Competence (human resources) - Abstract
Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL is of interest from an international perspective because of its focus on facilitating teacher educators to achieve a PhD. Since 2001, Norwegian educational policy has had a strong focus on strengthening teacher education and making it more research-based than before. From 2017, all new teachers in Norway are expected to take a master’s degree. In order to accomplish this, there is a need for many new supervisors with a PhD in teacher education institutions. NAFOL is a unique project: a consortium of 23 participating network institutions within teacher education. The research school includes 140 research fellows, all of whom wish to achieve a PhD suitable ...
- Published
- 2016