Future Classroom Labs in Norwegian Pre-service Teacher Education

摘要

This paper is aiming at contextualizing the challenges facing teacher education in a societal perspective and how these changes also must change what teaching and learning is to us and how it is practiced. This paper focuses on pre-service teacher education and I will argue that Future Classroom Labs are a viable path for teacher education to move forward in changing the way learning, teaching and competences are conceptualized and put into practice in pre-service teacher education. This is exemplified by Future Classroom Labs in Norwegian pre-service teacher education and the possibilities as well as challenges these examples bring forth.