Lektorutdanningen og striden mellom fakultetene

Abstract

Abstract Kjerstis artikel

Teacher education and the conflict of the faculties

This article discusses the culture, management, and organization of the five-year teacher education programme (5LU) in Norway, which qualifies individuals to teach at lower and upper secondary schools and which is offered at several universities. Established nearly 20 years ago, 5LU has been a subject of ongoing debate. The programme’s structure varies across universities, making a general structural analysis challenging. The author therefore chose to conduct a case study at the University of Bergen to explore the unrest within the programme, referring to the persistent organizational and structural challenges that affect all levels, from the rectorate to administrators, students, and teachers. These challenges have led to exhaustive inquiries and discussions that seem to have stalled progress and caused wear on those involved. The term “unrest” is chosen to encompass various stress factors and is deliberately neutral in this context. The article adopts a praxeological theoretical perspective, drawing inspiration from Pierre Bourdieu’s way of thinking. The concepts of capital and the analysis of distinctions and hierarchies in academia serve as analytical tools in the subsequent discussion (cf. Bourdieu, 1995b, 1996; Broady, 1991).

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