Lærerutdanning i endring
Toril Eskeland Rangnes
Source abstract
I see the chapters in this book as part of ongoing academic and political debates about what teacher education should contribute, what should be governed through broad frames and institutions, and what autonomy teacher educators should have in designing teacher education. This chapter addresses some of the challenging topics that are raised in Norwegian debates, including the connections between research, theory, and practice that characterise professional education, and the tension between governance and academic freedom in research and teaching. I also address cultural sensitivity in research and teaching, which is touched upon in several chapters in the book.
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