A Widening Gap Between Official Teacher Training and Professional Life in Norway

Advisory Panel for Teacher Education. (2020). Transforming Norwegian teacher education: The final report for the international advisory panel for primary and lower secondary teacher education (Report No. 3-2020). Norwegian Agency for Quality Assurance in Education. https://www.nokut.no/globalassets/nokut/rapporter/ua/2020/transforming-norwegian-teacher-education-2020.pdf Barton, L., Barrett, E., Whitty, G., Miles, S., & Furlong, J. (1994). Teacher education and teacher professionalism in England: Some emerging issues. British Journal of Sociology of Education, 15(4), 529–543. https://doi.org/10.1080/0142569940150406 Berger, P., & Luckman, T. (1967). The social construction of reality: A treatise on the sociology of knowledge. Penguin Books. Bieber, T., & Martens, K. (2011). The OECD PISA study as a soft power in education? Lessons from Switzerland and the US. European Journal of Education, 46(1), 101–116. https://doi.org/10.1111/j.1465-3435.2010.01462.x Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Brunsson, N. (1989). The irrational organization: Irrationality as a basis for organizational action and change. Wiley. Brunsson, N. (2006). The organization of hypocrisy: Talk, decisions and actions in organizations. Copenhagen Business School Press. Cochran-Smith, M. (2013). Trends and challenges in teacher education: National and international perspectives. In A. L. Østern, K. Smith, T. Ryghaug, T. Krüger, & M. B. Postholm (Eds.), Teacher education research between national identity and global trends: NAFOL yearbook (pp. 121–138). Akademika. DeCuir-Gunby, J. T., Marshall, P. L., & McCulloch, A. W. (2011). Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field Methods, 23(2), 136–155. https://doi.org/10.1177/1525822X10388468 GNIST. (2016). GNIST indikatorrapport 2016. https://www.regjeringen.no/contentassets/6b3b8534bb6749558747a51ab77d23ae/gnist-indikatorrapport-2016_.pdf Helstad, K., & Møller, J. (2013). Leadership as relational work: Risks and opportunities. International Journal of Leadership in Education, 16(3), 245–262. https://doi.org/10.1080/13603124.2012.761353 Holloway, J. (2018). Teacher evaluation as an onto-epistemic framework. British Journal of Sociology of Education, 40(2), 174–189. https://doi.org/10.1080/01425692.2018.1514291 Hovdenak, S. S., & Wiese, E. (2017). Fronesis: Veien til profesjonell lærerutdanning? Uniped, 40(02), 170–184. https://doi.org/10.18261/issn.1893-8981-2017-02-06 Johnsen, Å. (2005). What does 25 years of experience tell us about the state of performance measurement in public policy and management? Public Money and Management, 25(1), 9–17. Köber, T., Risberg, T., & Texmon, T. (2005). Hvor jobber førskolelærere og lærere? Utdanning. https://www.ssb.no/a/publikasjoner/pdf/sa74/kap-11.pdf Lindblad, S., Pettersson, D., & Popkewitz, T. S. (Eds.). (2018). Education by the numbers and the making of society: The expertise of international assessments. Routledge. Løhre, A., & Lund, A. B. (Eds.). (2020). Studenten skal bli lærer: Kunnskap, identitet og profesjonsutvikling. Cappelen Damm Akademisk/NOASP. Løhre, A., Etnan, R., & Moen, E. T. (2020). Tilhørighet under klassens himmel: Lærerstudenter midtveis i profesjonsutdanningen. In A. Løhre & A. B. Lund (Eds.), Studenten skal bli lærer: Kunnskap, identitet og profesjonsutvikling (pp. 137–157). Cappelen Damm Akademisk/NOASP. https://doi.org/10.23865/noasp.98.ch7 Løhre, A., Moen, E., Etnan, R., Andersen, M., & Uthus, M. (2016). Verdier, engasjement og tilhørighet som drivkrefter i lærerstudenters yrkesvalg og utvilking av læreridentitet. Nordisk Tidsskrift for Pedagogikk og Kritikk, 2(1), 73–87. https://doi.org/10.17585/ntpk.v2.163 Lund, E., Vik, M. G., & Ghosh, A. (2017, August 23). Fakta: Rekruttering og frafall blant lærere. Utdanningsforbundet. https://www.utdanningsforbundet.no/nyheter/2017/fakta-rekruttering-og-frafall-blant-larere/. Meyer, H. D., & Rowan, B. (Eds.). (2006). The new institutionalism in education. State University of New York press. Meyer, J. W. (2010). World society, institutional theories, and the actor. Annual Review of Sociology, 36(1), 1–20. https://doi.org/10.1146/annurev.soc.012809.102506 Meyer, J. W., & Rowan, B. (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83(2), 340–363. https://doi.org/10.1086/226550 Ministry of Education and Research Norway. (2009). Læreren-rollen og utdanningen (Report No. 11). https://www.regjeringen.no/contentassets/dce0159e067d445aacc82c55e364ce83/no/pdfs/stm200820090011000dddpdfs.pdf Ministry of Education and Research Norway. (2010, March 21). Forskrift om rammeplan for grunnskolelærerutdanningene for 1.–7. trinn og 5.–10. trinn. https://www.regjeringen.no/no/dokumenter/rundskriv-f-05-10-forskrifter-om-ny-grun/id598615/ Ministry of Education and Research Norway. (2014). Høring - forskrifter om rammeplan for femårige grunnskolelærerutdanninger. https://www.regjeringen.no/globalassets/upload/kd/vedlegg/planer/kd_strategiskole_web.pdf Ministry of Education and Research Norway. (2015a, December 22). Høring - forskrifter om rammeplan for femårige grunnskolelærerutdanninger. https://www.regjeringen.no/no/dokumenter/horing---forskrifter-om-rammeplan-for-femarige-grunnskolelarerutdanninger/id2468914/?factbox=horingsinstanser Ministry of Education and Research Norway. (2015b, January 28). Promotion of the status and quality of teachers. https://www.regjeringen.no/en/topics/education/innsikt/larerloftet/id2008159/ Ministry of Education and Research Norway. (2016a, June 7). Slik blir den nye lærerutdanningen [Press release]. https://www.regjeringen.no/no/aktuelt/slik-blir-den-nye-larerutdanningen/id2503270/ Ministry of Education and Research Norway. (2016b, September 9). Education at a Glance 2014: Masterutdanning for lærere i de fleste OECD-land. https://www.regjeringen.no/no/aktuelt/Education-at-a-Glance-2014/id2000185/ Ministry of Education and Research Norway. (2017, August 9). Ni av ti nyutdannede lærere fortsetter i jobben. https://www.regjeringen.no/no/aktuelt/ni-av-ti-nyutdannede-larere-fortsetter-i-jobben/id2563568/ Ministry of Local Government and Modernization Norway. (2016, April 11). Offentlig sektor fornyes, forenkles og forbedres. https://www.regjeringen.no/no/dokumenter/offentlig-sektor-fornyes-forenkles-og-forbedres/id2482722/ Nav. (2021). Hovedtall om arbeidsmarkedet. https://www.nav.no/no/nav-og-samfunn/statistikk/arbeidssokere-og-stillinger-statistikk/hovedtall-om-arbeidsmarkedet Nesje, K., Brandmo, C., & Berger, J. L. (2018). Motivation to become a teacher: A Norwegian validation of the factors influencing teaching choice scale. Scandinavian Journal of Educational Research, 62(6), 813–831. https://doi.org/10.1080/00313831.2017.1306804 Noordegraaf, M., & Schinkel, W. (2011). Professionalism as symbolic capital: Materials for a Bourdieusian theory of professionalism. Comparative Sociology, 10(1), 67–96. https://doi.org/10.1163/156913310X514083 Nusche, D., Earl, L., Maxwell W., & Shewbridge, C. (2011). OECD reviews of evaluation and assessment in education: Norway 2011. OECD. https://www.oecd-ilibrary.org/docserver/9789264117006-en.pdf?expires=1625743222&id=id&accname=guest&checksum=196A2960350D44082E75735743EBB585 OECD. (2012). Education at a Glance 2012. https://www.oecd.org/education/highlights.pdf Powell, W. W., & Bromley, P. (2015). New institutionalism in the analysis of complex organizations. In J. D. Wright (Ed.), International encyclopedia of social and behavioral sciences (2nd ed., pp. 764–769). Elsevier. Rapp, A. (2018). Organisering av social ojämlikhet i skolan. En studie av barnskolors institutionella utformning och praktik i två nordiska kommuner. [Organizing Social Inequality in Schools. A study of Primary Schools’ Institutional Design and Practice in Two Nordic Municipalities.] Doctoral Thesis. Norwegian University of Science and Technology. Rapp, A. C., & Corral-Granados, A. (2021). Understanding inclusive education-a theoretical contribution from system theory and the constructionist perspective. International Journal of Inclusive Education, 1–17. Advance Online Publication. https://doi.org/10.1080/13603116.2021.1946725 Roksvaag, K., & Texmon, I. (2012). Arbeidsmarkedet for Lærere og førskolelærere fram mot år 2035 (Report No. 18). Statistics Norway. https://www.ssb.no/a/publikasjoner/pdf/rapp_201218/rapp_201218.pdf Saldaña, J. (2015). The coding manual for qualitative researchers. Sage. Smeplass, E. (2018). Konstruksjonen av den problematiske lærerutdanningen: Lærerutdanningen i et institusjonelt og politisk landskap [The construction of the problematic teacher education. The teacher education in an institutional and political landscape] [Doctoral thesis]. Norwegian University of Science and Technology. https://ntnuopen.ntnu.no/ntnu-xmlui/bitstream/handle/11250/2571199/Eli%20Smeplass_PhD.pdf?sequence=1&isAllowed=y Statistics Norway. (2017). Pupils in primary and lower secondary school. https://www.ssb.no/en/utdanning/statistikker/utgrs. Statistics Norway. (2021). Employment, register-based. https://www.ssb.no/en/arbeid-og-lonn/sysselsetting/statistikk/sysselsetting-registerbasert Swedberg, R. (2012). ’Theorizing in sociology and social science: Turning to the context of discovery. Theory and Society, 41(1), 1–40. https://doi.org/10.1007/s11186-011-9161-5 Utdanningsforbundet. (2018). Vis tillit til profesjonen. https://www.utdanningsforbundet.no/var-politikk/utdanningsforbundet-mener/artikler/la-larerne-vare-larere/