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Cited by 81Global Educational Policies and ReformsTeacher Education and Leadership StudiesEducation Pedagogy and Practices

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

Stephens *, Paul, Egil tønnessen, Finn, Kyriacou, Chris·2004·Comparative Education
DOI 10.1080/0305006042000184908
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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.

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Research works printed but not linked: 7

  1. Bernstein B (1996)Pedagogy, symbolic control and identity(London, Taylor & Francis)
  2. Duncan BJ, 1998, Philosophy of education yearbook 1998, 1
  3. Jarvis P, 2002, The theory & practice of teaching, 123
  4. 2002, The theory & practice of teaching, 1
  5. Parker S (1997)Reflective teaching in the postmodern world(Buckingham, Open University Press)
  6. Weber M (1968)Economy and society(Roth C. & Wittich Eds) (New York, Bedminster Press)
  7. Wilkin M, 1999, UCET Occasional Paper No. 12, 1

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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
DOI
10.1080/0305006042000184908
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

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