Spesialpedagogikk og lærernes kjernekompetanse i møte med en mangfoldig elevgruppe
In this article, we explore the alignment between teachers perceived
competence needs and the content of current Norwegian teacher education
programmes. Drawing on a survey of 412 teachers across six municipalities and
a document analysis of Pedagogy and Pupil Knowledge (PEL) syllabi from five
teacher education institutions, we identify a clear discrepancy between professional
demands in schools and the competencies emphasized in teacher training.
The findings reveal that 65% of respondents request further competence in special
education, particularly concerning behavioural challenges, neurodevelopmental
disorders, and adapted learning. While PEL curricula include elements related to
inclusion and adapted education, these topics often receive limited scope due to
the overall thematic congestion of the programme. Consequently, teacher education
appears to prepare students primarily for the “ideal pupil,” leaving them
less equipped to address the full diversity of learners in today’s classrooms. The
article argues strengthening the pedagogical and special education components
of teacher education to ensure that new teachers are adequately qualified for
meeting the whole diversity. Without such a reform, there is a risk that teachers’
efforts to meet ALL students will remain ambitious rather than achievable.
competence needs and the content of current Norwegian teacher education
programmes. Drawing on a survey of 412 teachers across six municipalities and
a document analysis of Pedagogy and Pupil Knowledge (PEL) syllabi from five
teacher education institutions, we identify a clear discrepancy between professional
demands in schools and the competencies emphasized in teacher training.
The findings reveal that 65% of respondents request further competence in special
education, particularly concerning behavioural challenges, neurodevelopmental
disorders, and adapted learning. While PEL curricula include elements related to
inclusion and adapted education, these topics often receive limited scope due to
the overall thematic congestion of the programme. Consequently, teacher education
appears to prepare students primarily for the “ideal pupil,” leaving them
less equipped to address the full diversity of learners in today’s classrooms. The
article argues strengthening the pedagogical and special education components
of teacher education to ensure that new teachers are adequately qualified for
meeting the whole diversity. Without such a reform, there is a risk that teachers’
efforts to meet ALL students will remain ambitious rather than achievable.
Published in 2026
Read the article here