Learning to Teach Through Teaching and Being Taught

Abstract

Teacher shortage has been a problem in northern Norway for decades. The authorities have taken steps to stimulate the supply of teachers in these regions through economic incentives and decentralized or part‐time teacher education. The full effect of these measures cannot be fully evaluated till the early or middle 1990s. In this article, structure and assessments of first and second generation decentralized and part‐time teacher education are referred. Even though this approach to teacher education has been disputed, it now seems to be accepted by most interest groups. The main problems of these programs seem to be related to the pressures on students trying to fill multiple roles (student, part‐time teacher, mother), and the supervision of students.