Shaping Policy: Stakeholder Perceptions of National Teacher Education Reforms in Norway

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Decolonizing and Redefining Preparation: Global Policy Perspectives on Educator Development

Abstract

Education policy implementation is becoming increasingly complex due to evolving educational contexts, underscoring the need to examine success and failure conditions. In Norway, new policies in teacher education, such as a five-year master’s degree for all teachers, provide a valuable research opportunity. This article analyzes interview data (n=18) from stakeholders in primary and lower secondary teacher education, exploring perceptions of this policy reform and identifying conditions influencing its implementation success or failure. The findings reveal broad support for the reform’s intent, yet highlight challenges, including reform fatigue and insufficient communication regarding its vision. Ongoing support is essential to improve understanding of the purpose and advantages of the master's thesis among all stakeholders involved in teacher education.

Authors

• Geoff Carlisle, Deans for Impact (DFI)

• Inga Staal Jenset, University of Oslo, Norway