Educating teachers for the future school- the challenge of bridging between perceptions of quality teaching and policy decisions:reflections from Norway

Teacher quality, or ‘the good teacher’ is not clearly defined in Norway, nor are there specific standards for measuring teacher quality. Everybody has an opinion about the teacher, and quality frequently debated. Moreover, Norway no systematic evaluation of teachers. Nevertheless, numerous reforms popular discourses indirectly revisit revise formal qualification competences This paper explorative journey into research, fiction policy documents searching how been, is, perceived Norway. The discusses relevant presents a historical contextualisation, my interpretations selected literature, documents. I argue that education responsibility merely translating policies practice, but also to act as critical bridge-builder between academic relational aspects teaching. should offer research-informed, practice-relevant teachers current future school.