Kunnskapsformer og danningsidealer i lærerutdanningen

The Norwegian national guidelines for primary school teacher education grades 5–10 state that “all subjects in the education must be included in a formation process that ensures that the student possesses the ability to see a case from different sides and research the professional practice from different perspectives” (Kunnskapsdepartementet, 2016, s. 8). This study is based on interviews with elementary school preservice teachers. The focus is on their experiences related to the development of their roles as teachers vis-á-vis the place of study and the field of practice. Through conversations with the students, the experience they have of “to do” the teaching profession, “to understand” and / or “to be” the teaching profession is particularly emphasized. These experiences are put into different contexts by the students. Common to all of them is that they are linked to different understandings of knowledge, and not least are the experiences linked to factors that in the theory are emphasized as important when talking about formation and professional development. In order to elucidate the complexity of their experience, we will discuss their reflections and understandings in light of the formation ideals and knowledge forms. Such an approach to discussing the student’s reflections and experiences will also reveal something about the connection between guidelines and the mission of education formation. In this context, it may be possible to say something about the need for a more conscious approach to the educational institutions’ commitment to the students, particularly regarding the knowledges and skills that are part of their professional development.