Powerful Knowledge in Norwegian Teacher Education: A Framework for Curriculum Analysis
This article investigates whether the Norwegian initial teacher education (ITE) curriculum embodies the principles of powerful knowledge (PK), a concept based on the importance of specialised, abstract, and theoretical knowledge in education. To address this question, we analysed Norwegian teacher...
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| Format: | Article |
| Language: | English |
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Cappelen Damm Akademisk NOASP
2025-03-01
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| Series: | Nordic Studies in Education |
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| Online Access: | https://noredstudies.org/index.php/nse/article/view/6915 |
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| author | Christian Huseby Tobias Werler |
| author_facet | Christian Huseby Tobias Werler |
| author_sort | Christian Huseby |
| collection | DOAJ |
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This article investigates whether the Norwegian initial teacher education (ITE) curriculum embodies the principles of powerful knowledge (PK), a concept based on the importance of specialised, abstract, and theoretical knowledge in education. To address this question, we analysed Norwegian teacher education regulation (NCR) through a framework based on the three key distinctions of PK: knowledge of the powerful vs. powerful knowledge; specialised vs. non-specialised knowledge; and powerful specialised vs. less powerful specialised knowledge. The analysis revealed that NCR prioritises specialised knowledge, encourages connecting theory with practice, and promotes critical reflection among prospective teachers. However, it lacks transparency in selecting specific knowledge areas, and provides limited opportunities for interdisciplinary collaboration. The study concludes that while the Norwegian ITE curriculum demonstrates a strong commitment to PK, further improvements are needed to fully realise its transformative potential.
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| format | Article |
| id | doaj-art-16d829f4f7b944669d84f5874e5b4012 |
| institution | DOAJ |
| issn | 1891-5949 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Cappelen Damm Akademisk NOASP |
| record_format | Article |
| series | Nordic Studies in Education |
| spelling | doaj-art-16d829f4f7b944669d84f5874e5b40122025-08-20T03:00:14ZengCappelen Damm Akademisk NOASPNordic Studies in Education1891-59492025-03-0145110.23865/nse.v45.6915Powerful Knowledge in Norwegian Teacher Education: A Framework for Curriculum AnalysisChristian Huseby0Tobias Werler1https://orcid.org/0000-0002-8922-0274Western Norway University of Applied Sciences, NorwayUniversity of Oslo, Norway This article investigates whether the Norwegian initial teacher education (ITE) curriculum embodies the principles of powerful knowledge (PK), a concept based on the importance of specialised, abstract, and theoretical knowledge in education. To address this question, we analysed Norwegian teacher education regulation (NCR) through a framework based on the three key distinctions of PK: knowledge of the powerful vs. powerful knowledge; specialised vs. non-specialised knowledge; and powerful specialised vs. less powerful specialised knowledge. The analysis revealed that NCR prioritises specialised knowledge, encourages connecting theory with practice, and promotes critical reflection among prospective teachers. However, it lacks transparency in selecting specific knowledge areas, and provides limited opportunities for interdisciplinary collaboration. The study concludes that while the Norwegian ITE curriculum demonstrates a strong commitment to PK, further improvements are needed to fully realise its transformative potential. https://noredstudies.org/index.php/nse/article/view/6915powerful knowledgeteacher education curriculumprofessional developmentinitial teacher educationtransformative knowledge |
| spellingShingle | Christian Huseby Tobias Werler Powerful Knowledge in Norwegian Teacher Education: A Framework for Curriculum Analysis Nordic Studies in Education powerful knowledge teacher education curriculum professional development initial teacher education transformative knowledge |
| title | Powerful Knowledge in Norwegian Teacher Education: A Framework for Curriculum Analysis |
| title_full | Powerful Knowledge in Norwegian Teacher Education: A Framework for Curriculum Analysis |
| title_fullStr | Powerful Knowledge in Norwegian Teacher Education: A Framework for Curriculum Analysis |
| title_full_unstemmed | Powerful Knowledge in Norwegian Teacher Education: A Framework for Curriculum Analysis |
| title_short | Powerful Knowledge in Norwegian Teacher Education: A Framework for Curriculum Analysis |
| title_sort | powerful knowledge in norwegian teacher education a framework for curriculum analysis |
| topic | powerful knowledge teacher education curriculum professional development initial teacher education transformative knowledge |
| url | https://noredstudies.org/index.php/nse/article/view/6915 |
| work_keys_str_mv | AT christianhuseby powerfulknowledgeinnorwegianteachereducationaframeworkforcurriculumanalysis AT tobiaswerler powerfulknowledgeinnorwegianteachereducationaframeworkforcurriculumanalysis |