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<p>This study examines how the primary and lower secondary master’s degree programs in Norwegian teacher education prepare teachers to provide special education services in schools. The methods consist of semi-structured interviews with two student teachers and three newly educated teachers. In addition, we applied a document analysis of the curriculum in the primary and lower secondary teacher education, grades 5–10. The results documented that the participants acknowledged their practical training (practicum) in schools during their education as crucial to developing an understanding and experience of adapted education and special education. The study reveals that there is room for strengthening the focus on special needs education in program descriptions and course plans in Norwegian primary and lower secondary education, grades 5–10. In sum, the findings indicate that participants request more knowledge and skills related to special needs education, and that a stronger connection between theory and practice could be necessary to provide adequate adaptations and special education.</p>

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Special Education Contents in Teacher Training Programs – Identifying the Need for Teachers’ Knowledge and Skills in Special Education in the Norwegian School Context Through Document Analysis and Interview Data

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  • 出版模式：

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  • 发表日期：

    2026年5月13日

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  • Margit Folke-Olsen Beyer,
  • Henri Valtteri Pesonen,
  • Magnar Ødegård

摘要

This study examines how the primary and lower secondary master’s degree programs in Norwegian teacher education prepare teachers to provide special education services in schools. The methods consist of semi-structured interviews with two student teachers and three newly educated teachers. In addition, we applied a document analysis of the curriculum in the primary and lower secondary teacher education, grades 5–10. The results documented that the participants acknowledged their practical training (practicum) in schools during their education as crucial to developing an understanding and experience of adapted education and special education. The study reveals that there is room for strengthening the focus on special needs education in program descriptions and course plans in Norwegian primary and lower secondary education, grades 5–10. In sum, the findings indicate that participants request more knowledge and skills related to special needs education, and that a stronger connection between theory and practice could be necessary to provide adequate adaptations and special education.