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

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 and normative demands of teaching are compared using survey data from teacher education and schools. All groups value academic knowledge and practical skills highly. Teacher educators take a more positive attitude toward inclusion, and differ in their views of the normative demands of teaching. The role of teacher education as a corrective to the contemporary demands made of schools through political and international policy initiatives is emphasized.

► The transition from education to work is sometimes described as an epistemic clash.
► Surveys in Norwegian schools and teacher education do not support this description.
► All groups examined see academic and practical knowledge as important for teaching.
► Teacher educators and teachers differ in their valuation of normative aspects.
► Teacher education has an important role emphasizing different values than teachers.