The valuation of knowledge and normative reflection in teacher qualification. A comparison of teacher educators, novice and experienced teachers.

摘要

The transition from teacher education to work in schools has been described as an “epistemic clash”.Teacher educators’, novice teachers’ and experienced teachers’ valuation of the academic, practical andnormative demands of teaching are compared using survey data from teacher education and schools. Allgroups value academic knowledge and practical skills highly. Teacher educators take a more positiveattitude toward inclusion, and differ in their views of the normative demands of teaching. The role ofteacher education as a corrective to the contemporary demands made of schools through political andinternational policy initiatives is emphasized