'Pedagogic Schizoid Identity': A Comparative Analysis of Policy in an Integrated Teacher Education Program in Norway and OECD Policy

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      Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: [email protected]; Web site: http://epub.lib.uoa.gr/index.php/jceps
    • Peer Reviewed:
      Y
    • Source:
      34
    • Subject Terms:
      Foreign Countries; Teacher Education Programs; Educational Policy; Global Approach; International Cooperation; International Organizations; Educational Change; Values; Equal Education; Models
    • Subject Terms:
      Norway
    • ISSN:
      1740-2743
    • Abstract:
      This paper investigates the educational field by focusing on an integrated teacher education program [ITE] in Norway and OECD policy. The author centers attention on Norwegian teacher education and how globalization through such international agents as the OECD has had impact on national policy documents. Basil Bernstein's concept of pedagogical identities has been used to guide the analysis (Bernstein, 2000). The findings reveal a pedagogic schizoid identity in the policy documents regulating the ITE program. A non-direct transmission between OECD policy and the educational policy in Norway is reaffirmed. However, concurrently, the entrance of new discourses into the Norwegian educational field is acknowledged through a 'pedagogic schizoid identity'.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1393564