The DOI matches its Crossref record; 17 of the 19 references it cites were found in a registry or an index.
Teacher training and teacher education in England and Norway: a comparative study of policy goals
Abstract
In this paper, we examine the complementary and differing state‐defined roles of beginning schoolteachers in England and Norway by investigating centrally mandated initial teacher preparation programmes in both countries. Through comparative analysis, we get to see the roles that the policy‐makers in London and Oslo seek to confer upon the educators of future generations of schoolchildren, as well as exploring opportunities for cross‐cultural policy learning. In broad terms, we found that centrally prescribed initial teacher training in England is, as its name implies, a training model that seeks to induct trainee teachers into the practical skills and willingness necessary for: instructing pupils in National Curriculum subjects, managing classroom activities, setting homework to consolidate and extend classroom work and providing pupils with a safe learning environment. Centrally prescribed initial teacher education in Norway is, as its name implies, an educative model whose goal is to help student teachers to: reflect and act upon the practical implications of educational theory, instruct pupils in National Curriculum subjects, display leadership in the classroom, act as a member of a caring profession, promote Norwegian values and provide pupils with a safe learning environment.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“the Norwegian framework requires child development and learning to form part of coursework in TE programmes.”
From Knowledge of Child Development in the Interface of Theory and Practice in Foundation Phase Teacher Education. (2017) · cites this paper as Stephens et al. 2004
In the citing paper
“In England, ITT courses are obliged to meet with a series of competencies (called 'Standards') set by the English Department of Education (DfE) (Stephens et al. 2004:114).”
From Knowledge of Child Development in the Interface of Theory and Practice in Foundation Phase Teacher Education. (2017) · cites this paper as Stephens et al. 2004:114
In the citing paper
“The pre-service teachers learn about physical, cognitive, affective and social development in the Knowledge and Understanding section.”
From Knowledge of Child Development in the Interface of Theory and Practice in Foundation Phase Teacher Education. (2017) · cites this paper as Stephens et al. 2004
In the citing paper
“in the courses on child development and learning theory and practice are not always interwoven.”
From Knowledge of Child Development in the Interface of Theory and Practice in Foundation Phase Teacher Education. (2017) · cites this paper as Stephens et al. 2004
In the citing paper
“The 'Standards' (heavy on practice pointers, light on theory) are organised in three interrelated sections: (1) Professional Values and Practice , (2) Knowledge and Understanding and (3) Teaching .”
From Knowledge of Child Development in the Interface of Theory and Practice in Foundation Phase Teacher Education. (2017) · cites this paper as Stephens et al. 2004
1 more claim about this paper
Create a free account to see every claim other papers make about this one.
Citations
Cites
Mills, C. W. (1956) · Medical Entomology and Zoology · Cited by 3,631
Methodology of Social Sciences
Weber, M. (2017) · Routledge eBooks · doi:10.4324/9781315124445 · Cited by 2,547
The Practical: A Language for Curriculum
Schwab, J. J. (1969) · The School Review · doi:10.1086/442881 · Cited by 1,279
Big Policies/Small World: An introduction to international perspectives in education policy
Ball, S. J. (1998) · Comparative Education · doi:10.1080/03050069828225 · Cited by 1,189
Lewis, G., & Clarke, J. (2001) · Journal of Education Policy · doi:10.1080/02680930110041410 · Cited by 471
Bauman, Z. (2002) · Medical Entomology and Zoology · Cited by 363
Border Crossings: Towards a comparative pedagogy
Alexander, R. J. (2001) · Comparative Education · doi:10.1080/03050060120091292 · Cited by 185
Students' Perceptions of Class Management and Reports of Their Own Misbehavior
Bru, E., Stephens, P., & Torsheim, T. (2002) · Journal of School Psychology · doi:10.1016/s0022-4405(02)00104-8 · Cited by 169
Self-citationPerceptions of Professionalism by the Mentors of Student Teachers
Wright, N., & Bottery, M. (1997) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/02607479719981 · Cited by 59
Crossley, M., & Jarvis, P. (2001) · Comparative Education · doi:10.1080/03050060120091210 · Cited by 55
Research works printed but not linked: 7
- Bernstein B (1996)Pedagogy, symbolic control and identity(London, Taylor & Francis)
- Duncan BJ, 1998, Philosophy of education yearbook 1998, 1
- Jarvis P, 2002, The theory & practice of teaching, 123
- 2002, The theory & practice of teaching, 1
- Parker S (1997)Reflective teaching in the postmodern world(Buckingham, Open University Press)
- Weber M (1968)Economy and society(Roth C. & Wittich Eds) (New York, Bedminster Press)
- Wilkin M, 1999, UCET Occasional Paper No. 12, 1
Cited by
Pantić, N., & Wubbels, T. (2009) · Teaching and Teacher Education · doi:10.1016/j.tate.2009.10.005 · Cited by 220
Becoming a student teacher: core features of the experience
Malderez, A., Hobson, A. J., Tracey, L., & Kerr, K. (2007) · European Journal of Teacher Education · doi:10.1080/02619760701486068 · Cited by 192
Reflection in teacher education
Ottesen, E. (2007) · Reflective Practice · doi:10.1080/14623940601138899 · Cited by 154
Still motivated? The motivation for teaching during the second year in the profession
Roness, D. (2010) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.10.016 · Cited by 154
What characterises a good practicum in teacher education?
Ulvik, M., & Smith, K. (2011) · Education Inquiry · doi:10.3402/edui.v2i3.21997 · Cited by 101
Metadata
- Authors
- Stephens *, P., Egil tønnessen, F., & Kyriacou, C.
- Affiliations
- University of York (GB)
- ORCID
- Kyriacou, Chris
- Venue
- Comparative Education
- Publisher
- Informa UK Limited
- Published
- 2004-02
- Volume
- 40
- Issue
- 1
- Pages
- 109-130
- ISSN
- 0305-0068 (ISSN-L)
- 1360-0486
- OpenAlex
- W1993478927
- Cited by
- 73
- References
- 19
- Citations by year
- 2025: 3 · 2024: 1 · 2023: 6 · 2022: 1 · 2021: 5 · 2020: 6 · 2019: 1 · 2018: 4 · 2017: 2 · 2016: 4 · 2015: 2 · 2014: 1 · 2013: 4 · 2012: 3
- FWCI
- 12.91
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Comparative Education (publishedVersion)
- Topics
- Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Education Pedagogy and Practices
- Keywords
- initial teacher education, teacher education policy, England, Norway, policy objectives, national curriculum, classroom management, teacher professionalism
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Teacher training and teacher education in England and Norway: a comparative study of policy goals. https://app.cochat.ai/papers/10.1080/0305006042000184908
- The paper
- Stephens *, P., Egil tønnessen, F., & Kyriacou, C. (2004). Teacher training and teacher education in England and Norway: a comparative study of policy goals. Comparative Education. https://doi.org/10.1080/0305006042000184908
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
