The understanding of the role of teacher educators among school-based teacher educators in Norway

Abstract

In this article, we examine school-based teacher educators' understanding of their role as teacher educators. This qualitative study is based on the analysis of 104 reflection notes from school-based teacher educators at five teacher education schools in Norway. Participants were asked to reflect on their role as teacher educators. During the analysis process, we concluded that the participants in the study understand their role as teacher educators as (1) gatekeepers – and caretakers of the teaching profession, (2) supervisors and (3) relationship builders and role models. We discuss the study's results in the light of theory and previous research and reflect on the ethical considerations that could have influenced the study's results. The study takes a critical look at the importance of a greater involvement of the field of practice in the professional qualification of teacher students.