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


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Series/Report no

Teaching and Teacher Education;30



Document type


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



“NOTICE: this is the author’s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, 30.”

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