Research-based teacher education in Norway – a longitudinal perspective

Abstract

Research has been highlighted as a key dimension in the development of teacher education quality. However, there are different understandings of how research is and should be linked to teacher educators’ competence. We examine changes in teacher educators’ attitudes towards research-based teacher education in Norway by comparing results from 2008 with those from 2021. Teacher educators’ attitudes have changed towards a more research-positive approach. The changes are to some extent related to more research-experienced staff, but the positive attitudes towards research-based teacher education seem also to be a matter of culture and teacher identity.