“Research-based” and “profession-oriented” as prominent knowledge discourses in curriculum restructuring of professional programs

Author:

Afdal Hilde W.

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference42 articles.

1. Afdal, H. W. (2012). Constructing knowledge for the teaching profession. A comparative analysis of policy making, curricula content, and novice teachers’ knowledge relations in the cases of Finland and Norway. Dissertation for the Degree of Ph.D., University of Oslo. (No. 161).

2. Afdal, H. W. (2013a). Knowledge in teacher education curricula–Examining differences between a research-based program and a general professional program. Nordic Studies in Education, 32(03–04), 245–261.

3. Afdal, H. W. (2013b). Policy making processes with respect to teacher education in Finland and Norway. Higher Education, 65(2), 167–180.

4. Becher, T., & Trowler, P. (2001). Academic tribes and territories: intellectual enquiry and the cultures of disciplines. Buckingham: SRHE/Open University Press.

5. Bleiklie, I., & Byrkjeflot, H. (2002). Changing knowledge regimes: Universities in a new research environment. Higher Education, 44(3–4), 519–532.

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