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Norwegian rural schools experience difficulties establishing teacher-researcher collaboration. It is well documented that these schools are described as needing urban development approaches. This study aims to understand if collaborative inquiry can function as a joint learning arena for the development of teachers' and researchers' capacity. Specifically, this approach might enable teachers to develop their teaching independently from urban-placed researchers. The study investigates how the collaborative approach, which is mainly driven by the teachers, bridges the urban-rural divide regarding both professional development and research. Expert interview data were analysed guided by the principles of grounded theory. Regarding teachers' participation and inquiry, they show a rather passive role. Teacher-researcher cooperation is created through agency and ownership. Conclusively, both teachers and researchers are involved in building the bridge and learning from one another. [ABSTRACT FROM AUTHOR]

The core curricular category of learning outcomes has entered the educational policy scene in Europe. While content-oriented curricula have dominated the Nordic countries, a shift towards outcomes can also be observed. In this article, we describe the fundamental distinctions between Didaktik and learning outcomes and examine how learning outcomes are incorporated into written national curricula for compulsory schooling in Norway and Finland. We find that learning outcomes are integrated in both countries; however, the Norwegian curriculum is positioned further away from a Didaktik-based model than that of Finland. The Norwegian approach neglects an essential distinction between matter and meaning by employing an outcome-oriented curriculum. [ABSTRACT FROM AUTHOR]