The Knowledge Nexus in Teacher Qualification

Education Research and Norwegian General Teacher Education 1970-2020—Institutional and Intellectual Interchanges


  • Harald Jarning University of Oslo



history of education research, subject didactics, teacher education, Norway, pedagogy


Research in teacher education institutions has undergone a rapid dual process of expansion and differentiation over the past decades. A major effort in this article is to register and discuss key institutional and intellectual changes in education research linked to the case of Norway. This overview gives a background for discussion of the impacts from the growing research in teacher education units regarding the knowledge dynamics in general teacher education.

In the wake of the less segmented research policies of the last quarter of a century, emphasis on direct contributions of research to the qualification of teachers has become a highly visible issue. I will argue that with the concurrent expansion and diversification of education research, it has become vital to understand how the internal hybrid knowledge dynamics can support the quest for greater coherence in the qualification and professional repertoire of new teachers. Simultaneously, awareness of how research-driven knowledge specialisation can increase academic drift, fragmentation and professional disorientation in teacher education programmes is needed.

In the mapping of research trajectories in the field of general teacher education, the contrasts between epistemic patterns in the didactic phase of secondary disciplinarisation are compared to the educational phase. Awareness across teacher education faculty of such research-driven changes can support receptivity towards disciplinary as well as cross-disciplinary challenges and of scholarly care for a more thorough and balanced professional knowledge base. Such common professional orientations can also support the cultivation of interchanges between research, teaching and innovation, and within and across arenas and disciplines contributing to the qualification of good teachers.


Download data is not yet available.


Akyeampong, K., Lussier, K, Pryor, J., & Westbrook, J. (2013). Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count? International Journal of Educational Development, 33, 272-282.

Balakrishnan, V., & Claiborne, L. (2017). Participatory action research in culturally complex socie-ties: opportunities and challenges. Educational Action Research, 25(2), 185-202.

Berry, A. (2007). Reconceptualizing Teacher Educator Knowledge as Tensions: Exploring the ten-sion between valuing and reconstructing experience. Studying Teacher Education, 3(2), 117-134.

Bodone, F., Guðjonsdottir, H., & Dalmau, M. (2004). Revisioning and recreating practice: collabora-tion in self-study. In J. J. Loughran, M. L. Hamilton, V. L. Laboskey & T. Russell (Eds.), In-ternational Handbook of Self-Study of teaching and teacher education practices (Pt. 1, pp. 743-784). Springer.

Brodie, K., & Borko, H. (Eds.) (2016). Professional learning communities in South African schools and teacher education programs. HSRC Press.

Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.

Bullock, S. M., & Sator, A. (2018). Developing a Pedagogy of “Making” through Collaborative Self-Study. Studying Teacher Education, 14(1), 56-70.

Cochran-Smith, M. (2003). Learning and unlearning: the education of teacher educators. Teaching and Teacher Education, 19, 5-28.

Cochran-Smith, M., & Lytle, S. (2004). Practitioner inquiry, knowledge, and university culture. In J. J. Loughran, M. L. Hamilton, V. L. Laboskey & T. Russell (Eds.), International Handbook of Self-Study of teaching and teacher education practices (Pt.1, pp. 601-649). Springer.

Cohen L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge.

Cuenca, A. (2010). Self-Study Research: Surfacing the Art of Pedagogy in Teacher Education. Jour-nal of Inquiry and Action in Education, 3(2), 15-29.

Feldman, A., Paugh, P., & Mills, G. (2004). Self-Study through action research. In J. J. Loughran, M. L. Hamilton, V. L. Laboskey & T. Russell (Eds.), International Handbook of Self-Study of teaching and teacher education practices (Pt. 1, pp. 943-977). Springer.

Fletcher, T., Ní Chróinín, D., & O’Sillivan, M. (2016). A layered Approach to critical friendship as a means to support innovation in pre-service teacher education. Studying Teacher Education, 12(3), 302-319.

Goodwin, A. L., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M. Y., Reed, R., & Taveras, L. (2014). What Should Teacher Educators Know and Be Able to Do? Perspectives from Practic-ing Teacher Educators. Journal of Teacher Education, 65(4), 284– 302.

Hamilton, M.L., Smith, L., & Worthington, K. (2008). Fitting the Methodology with the Research: An exploration of narrative, self-study and auto-ethnography. Studying Teacher Education, 4(1), 17-28.

Hargreaves, A. & Fullan, M. (2012). Professional capital: transforming teaching in every school. Teachers College Press.

Idris, K. M., Asfaha, Y. M., & Ibrahim, M. (2017). Teachers ‘voices, challenging teaching contexts and implications for teacher education and development in Eritrea. Journal of Eritrean Stud-ies, III(1), 31-58.

Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758-773.

Kemmis, S. (2006). Participatory action research and the public sphere. Educational Action Re-search, 14(4), 459-476.

Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Par-ticipatory Action research. Springer.

Klein, J., & Fitzgerald, L. M. (2018). Self-Study, Action Research: Is that a boundary or border or what? In D. Garbett & A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for researching pedagogy (pp. 27-33). Self-Study of Teacher Education Practices (S-STEP).

Korthagen, F. A. (2017). Inconvenient truths about teacher learning: towards professional develop-ment 3.0. Teachers and Teaching, 23 (4), 387-405.

Korthagen, F. A. (2016). Pedagogy of Teacher Education. In J. Loughran & M.L. Hamilton (Eds.), International Handbook of Teacher Education (vol. 1, pp. 311-346). Springer.

LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. L. Laboskey, & T. Russell (Eds.), International Handbook of Self-Study of teaching and teacher education practices (Pt. 1, pp. 817-869). Springer.

Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Educa-tion, 65(4), 271-283.

Mena, J., & Russel, T. (2017). Collaboration, multiple methods, and trustworthiness: Issues arising from the 2014 international conference on self-study of teacher education practice. Studying Teacher Education, 13(1), 105-122.

Mtika, P., & Gates, P. (2010). Developing learner-centered education among secondary trainee teachers in Malawi: The dilemma of appropriation and application. International Journal of Educational Development, 30, 396-404.

Pellerin, M., & Paukner, F. I. (2015). Becoming reflective and inquiring teachers: collaborative ac-tion research for in-service Chilean teachers. Revista Electrónica de Investigación Educa-tiva, 17(3), 13-27.

Peercy M. M., & Troyan, F. J. (2017). Making transparent the challenges of developing a practice-based pedagogy of teacher education. Teaching and Teacher Education, 61, 26-36.

Ping, C., Schellings, G., & Beijaard, D. (2018). Teacher educators’ professional learning: A literature review. Teaching and teacher education, 75, 93-104.

Ritter, R., Ayieko, R. Vanorsdale, C., Quiñones, S., Chao, X., Meidl, C., Mahalingappa, L. Meyer, C., & Williams, J. (2019). Facilitating Pedagogies of Possibility in Teacher Education: Experi-ences of Faculty Members in a Self-Study Learning Group. Journal of Inquiry & Action in Education, 10(2), 134-157.

Sagor, R. (1992). How to conduct collaborative action research. Association for Supervision and Curriculum Development.

Schuck, S., & Russell, T. (2005). Self-Study, Critical Friendship, and the Complexities of Teacher education. Studying Teacher Education, 1(2), 107-121.

Scott, D., & Morrison, M. (2005). Key Ideas in Educational Research. Continuum International Pub-lishing Group.

Spencer, J. A., & Molina, S. C. (2018). Mentoring graduate students through the action research journey using guiding principles. Educational Action Research, 26(1), 144-165.

Vaughan, M., & Burnaford, G. (2016). Action research in graduate teacher education: a review of the literature 2000–2015. Educational Action Research, 24(2), 280-299.

Vavrus, F., Thomas, M., & Bartlett, L. (2011). Ensuring quality by attending to inquiry: Learner-centered pedagogy in sub-Saharan Africa. UNESCO CBA International Institute for Capacity Building in Africa.

Westbrook, J., Durrani N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Re-port. Education Rigorous Literature Review. EPPI-Centre. ISBN: 978-1-907345-64-7

Wood, L. (2015). Reflecting on reflecting: fostering student capacity for critical reflection in an action research project. Educational Research for Social Change, 4(1), 79-93. ISSN: 2221-4070

Worku, M. Y. (2017). Improving primary school practice and school–college linkage in Ethiopia through collaborative action research, Educational Action Research, 25(5), 737-754.

Wrench, A., & Paige, K. (2019). Educating pre-service teachers: towards a critical inquiry work-force. Educational Action Research. Advance online publication.

Yan, C. (2017). ‘You never know what research is like unless you’ve done it!’ Action research to promote collaborative student-teacher research. Educational Action Research, 25(5), 704-719.




How to Cite

Jarning, H. (2020). The Knowledge Nexus in Teacher Qualification: Education Research and Norwegian General Teacher Education 1970-2020—Institutional and Intellectual Interchanges. Nordic Journal of Comparative and International Education (NJCIE), 4(3-4), 157–177.