ABSTRACT

Teacher quality, or ‘the good teacher’ is not clearly defined in Norway, nor are there specific standards for measuring teacher quality. Everybody has an opinion about the good teacher, and teacher quality is frequently debated. Moreover, in Norway there is no systematic evaluation of teachers. Nevertheless, numerous reforms and popular discourses indirectly revisit and revise the formal qualification competences of teachers. This paper is an explorative journey into research, fiction and policy documents searching for how teacher quality has been, and is, perceived in Norway. The paper discusses relevant research, presents a historical contextualisation, my interpretations of selected fiction literature, and policy documents. I argue that teacher education has the responsibility of not merely translating policies into practice, but also to act as a critical bridge-builder between academic and relational aspects of teaching. Teacher education should offer a research-informed, practice-relevant education of teachers for the current and future school.

摘要

教师质量或“好教师”在挪威没有明确定义，也没有衡量教师质量的具体标准。每个人对好老师都有自己的看法，而老师的素质也经常被争论。此外，在挪威，没有对教师进行系统评估。尽管如此，许多改革和流行话语间接地重新审视和修改了教师的正式资格能力。这篇论文是对研究、小说和政策文件的探索之旅，探索教师质量在挪威的过去和现在如何。该论文讨论了相关研究，介绍了历史背景、我对选定小说文学的解释以及政策文件。我认为教师教育的责任不仅仅是将政策转化为实践，还要充当教学的学术和关系方面之间的重要桥梁建设者。教师教育应该为当前和未来的学校提供​​以研究为导向、与实践相关的教师教育。