Merging Traditions and Emerging Tensions

Abstract The development of teacher professionalism is contextualised in timely and spatial configurations. Historically educational policy reforms have influenced the teaching profession. In this chapter we discuss how primary secondary education construction profession Norway. We limit our examination policy—practice nexus starting from end nineteenth century. analysing policies politics that shaped developments profession, focus on three nexuses or connections crucial any analysis professional development: Policies influencing (1) organization arenas for development, (2) steering, management organisation field occupational practice (3) knowledge, skills, standards. argue different knowledge regimes historically laid foundations new forms differentiation within To meet emerging tensions differentiation, challenge seems to be can strengthen research-based value-based training ensure developing a coherent conceptual framework, common language, unified theory, an intellectual community, frame reference evidence-informed reflection action.