Powerful Knowledge in Norwegian Teacher Education: A Framework for Curriculum Analysis
Year: 2025
Type: article
Abstract: 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.
Source: Nordic Studies in Education
Authors: Christian Huseby, Tobias Werler
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4408157093