This study is a Cultural Historical Activity Theory analysis of the tensions between object and motive at the political, institutional and project management levels for five digitalisation projects aimed at integrating professional digital competence (PDC) in Norwegian teacher education (TE). The study is inspired by ethnography and builds on a…

This article presents a study of an educational experiment conducted at the early childhood education programme at UiT, the Arctic University of Norway. As COVID-19 made social distancing an issue, the traditional practicum in kindergartens was moved to online platforms. Constructive alignment was used as an analytical framework to investigate the…

This paper reports on an investigation examining provision of physical education continuing professional development (CPD) in European countries undertaken to identify the types of practices being employed. We begin by providing a brief overview of what we currently know about CPD internationally in general education and physical education. Data…

This partly descriptive, partly critically reflective, argumentative article analyses the Norwegian kindergarten teacher education program through the three concepts that are mentioned in its national guidelines: research-based, profession-oriented, and practice-related education. An inseparable correlation between these at the level of higher…

Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data…

This paper reports on student experiences with an interdisciplinary project entitled "The Difficult Conversation", the aim of which was to develop professional competences linked with parental cooperation in heterogeneous social contexts, ethical reflection, pedagogical tact, and judgment skills. Student experiences with the project were…

How can student-teachers learn efficient ways to encourage sustainability thinking in their pupils and fulfil the competence aims on sustainability outlined in national subject curriculums as a response to UNESCO's programme on Education for Sustainable Development, ESD? The core hypothesis of this project was that tailored literature circles,…

The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme's impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The…