Norske masterutdanninger i naturfag for grunnskolelærere – store variasjoner i omfang på masteroppgaver og fagsammensetning

Abstract

Published version also available at <a href=https://www.journals.uio.no/index.php/nordina/article/view/948/2261>https://www.journals.uio.no/index.php/nordina/article/view/948/2261</a>

Currently, the majority of students in lower secondary school teacher education take a four-year education
 in Norway. From 2017 this education will be prolonged to a five-year master education. In connection
 to this, there is an ongoing debate in Norway about the content of the new teacher education
 programs. In 2010, the Arctic University of Norway (UiT) began the first integrated five-year master
 education for lower secondary teacher education students in Norway. This program is described in the
 article, with a focus on the subject natural science in the 5–10 level education. UiT has made progress
 regarding the difficult link between the student’s school practice and their education at the University.
 As teacher educators, we experience that the new education also seems to give the students a
 higher identity and motivation towards teaching natural science. There are four teacher education
 colleges/universities in Norwegian offering a master degree in natural science/pedagogical content
 knowledge for teachers in lower secondary school. These master educations are relatively different in
 structure, and especially the subjects offered and the size of the master thesis is considerably different.