Skills in interdisciplinary collaboration are required to address many complex problems facing society. As such, interdisciplinarity is a critical competency for students to develop. However, teachers' effectiveness in teaching interdisciplinarity is often hindered by silo structures within university faculties. To address this in the Experts in…

The purpose of this article is to elucidate how a student teacher in Norwegian Early Childhood Education is enabled to relate practical experiences to theoretical concepts in conversations with a practicum teacher. We aim to demonstrate how the teacher and the student actually employ theoretical concepts during a practicum. The methodological…

Political, legal, and educational documents present expectations for teachers who encounter pupils with experiences of domestic violence. Teachers say they lack competence and confidence and experience uncertainty about their role in this area. This study sheds light on teachers' experiences of uncertainty in their encounters with these pupils.…

There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice.…

Despite legislative regulations, many students with disabilities face barriers to their participation in higher education. In professional education, the requirements for placement practice add to the barriers for both students who need to disclose their impairments and request special arrangements, and staff who need to make the arrangements to…