Learning Trajectories Within Third-Cycle Teacher Education

• In Event: Roundtable Session 3
  In Roundtable Session: The Art and Practice of Leadership in Learning Organizations

Abstract

This paper explores third cycle teacher education. The aim of the study is to characterize professional PhD programs and identify barriers, drivers and tensions. Empirically we draw on interview data and document analysis from three Nordic countries. The analysis displays a range of tensions as a consequence of unclear objectives, assessment criteria and conflicting epistemological approaches. Conceptual vagueness is embedded in the ambitions for bridging the “theory practice gap” by the help of professional PhD programs in education are left to be solved by the PhD candidates. We argue that these tensions need to be addressed within public research; this paper is such a contribution.

Authors

• Line Wittek, University of Oslo

• Tine Sophie Prøitz, University College of Southeast Norway