I read the articles in this special issue at a time of continuing turbulence in the policy environment in England, particularly for teacher education and particularly for university involvement in this activity. Yet as I read the papers in this special issue, I think the challenges we are both facing are very similar in one important respect: it seems to me that in England and Norway (and probably some other places too) we still haven’t worked out the relationship between the teaching profession and the university in the activity of teacher education.
|Translated title of the contribution||The challenge of transformation: working with the knowledge problem in teacher education|
|Number of pages||9|
|Journal||Acta Didactica Norden|
|Publication status||Published - Apr 2016|