Accountability in Teacher Education in Norway: A Case of Mistrust and Trust

• In Event: 25.026 - Assessment and Accountability in Teacher Education Systems: Four Nations, Four Cases

Abstract

Objectives
Norwegian Teacher education has been subject to numerous reforms in the last decade, the most recent one, requiring all teacher education programs to be at a master level, takes effect August 2017. The initiatives are policy initiated and heavily influenced by international trends characterized by an increasing demand for accountability. At the same time, the society including politicians is apprehensive to explicitly talk about external control and accountability. The aim of this paper is to shade light on the tension between mistrust and trust, accountability and responsibility in Norwegian teacher education.

Perspectives
The general curriculum for Norwegian Schools states: “The aim of education is to expand the students’ recognition and experience, empathy, expression and participation” (Norwegian Ministry of Education and Knowledge, 1993). This is related to the “bildung” aspect of education which in Norwegian steering papers has always been prioritized. However, in more recent regulations, emphasis is put on basic skills and competencies to prepare the students to actively participate in the society (Norwegian Ministry of Education and Knowledge, 2006). This 131 page long document, “The Knowledge Promotion”, contains detailed plans for every subject taught in Norwegian schools. National Tests were introduced in 2004, heavily criticized, removed, and reintroduced in 2006.

The above briefly explains the tension between accountability and responsibility in Norway, as bildung aspects of teaching cannot be reduced to a list of competencies or techniques. It requires what Biesta (2015) calls judgement, wisdom and virtuosity, and teacher education needs space to develop teachership (Hansén, 2008) in student teachers. Media, however, is mainly concerned with achievements in an accountability perspective, and they fertilize a competitive climate between schools and regions, and among HEIs. HEIs are evaluated by the Norwegian Agency for Quality Assurance in Education (NOKUT), an independent organization authorized by the Government.

Information Sought and Preliminary Conclusions Made
The paper draws upon information from steering documents, NOKUT, discussions with deans and teacher educators, and media. Preliminary conclusions highlight the tension between accountability and responsibility, whereas schools are more explicitly monitored than higher education institutions (HEI). Moreover, the larger universities enjoy more autonomy than university colleges. There is, however, an implicit systematic control of tertiary education. Central funding to HEIs depends on number of graduates (Norway has no tuition fees), and there is a reward system for publications, the more graduates and publications, the better the financial situation of the institution.

Scientific Contribution
The tension between accountability and responsibility characterizes the Norwegian case. There is also a tension between traditional values and international accountability, between external and internal accountability/responsibility. Crooks’ (2007) concept ‘intelligent accountability’ could be a way to balance accountability and responsibility requirements in Norway. This paper illuminates the current Norwegian situation, and it is strongly recommended to undertake extensive research to provide further evidence of how teacher educators and teachers experience this tension, as well as how to make it is beneficial for Norwegian students at all levels.

Author

• Kari Smith, Norwegian University of Science and Technology