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Abstract
Despite having a long-standing relationship, teacher education and geography in primary and secondary education in Norway has received little attention as a research field within academic geography until recently. The author asks: How has Norwegian school geography related to geography taught at universities? Where does research on school geography and geographical education stand today and where should it go from here? She examines the development of the role played by academic geographers in the field from the 1970s until the present. Some potential future venues for this emerging research field are suggested on the basis of an examination of what themes are current focal points for research and comparing them to what other countries consider essential in their teacher education.