This course is discontinued

UV9363 – Developing research in teacher education

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Course content

High quality teacher education informed by relevant research is seen by policy makers and practitioners alike to be of key importance for developing and supporting strong school systems. More generally, the notion of research based professional education has gained much attention over the past decades. However, research on teacher education has been criticised of lacking methodological rigor, being atheoretical, and being of low relevance for the key challenges facing the sector. For these reasons, strengthening research in and on teacher education is high on educational agendas in many countries.

The design and implementation of research on teacher education is also made difficult by the complex interrelationships of the diverse factors affecting teacher education programs. For example, student teachers' learning processes appear to be simultaneously related to the quality of the campus-based courses, the forms of support students receive during their school based practicum, the nature of university/school partnerships, and the characteristics of individual students. These complex interrelationships present challenges to the design of research projects, and raise questions of how we can analytically account for the variety of influences that shape teacher education programs.

This PhD course addresses these issues through a focus on theoretical, methodological and thematic challenges to teacher education research. The  lecturers have experience with teacher education research conducted through different thematic, theoretical and methodological perspectives.

The aims of the course are to provide opportunities for doctoral students to

  1. acquire a deeper understanding of challenges in teacher education research and teacher education programs
  2. strengthen their knowledge of theoretical and methodological approaches to the study of teacher education
  3. discuss their own contribution to the research field

Organizer: TEPEC research group, Department of Teacher Education and School Research, Faculty of Educational Sciences.

Learning outcome

After completing the course the students will be able to:

identify key challenges in research on teacher education, and assess the implication of these challenges for the students' own work

discuss theoretical and methodological approaches to the study of teacher education, and position one's own work in relation to broader debates about research designs in the study of teacher education

critically discuss their own contribution to the research field.


The course is open for all PhD students conducting research related to teacher education. PhD candidates at the Faculty of Educational Sciences, UiO, working in the field of teacher education research will be given priority. It is also possible for others to apply for the course. However, applicants must have at least a master's degree.

If there are more applicants than the 15 admission places available, a selection will be made by the course leaders based on the relevance for the candidate’s research plan and qualifications in the relation to the objectives of the course.

The open lectures may be attended by other UiO faculty as space allows. The remainder of the workshop is for course participants only.

Candidates admitted to a PhD-program at the Faculty of Educational Sciences (UV): Apply by Studentweb.

Other applicants: apply through registration form.

Registration deadline: October 9th 2017.


The PhD course combines lectures, paper presentations and discussions in small groups, and plenary discussions

This is an intensive course over two days.

For more information visit the current semester website.


1 credit point for course participation (80% attendance is required).

3 credit points for course participation and submitted paper. 80% attendance is required. 

For more information visit the current semester website.


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Facts about this course





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