The Enactment Approach to Practice-Based Teacher Education Coursework: Expanding the Geographic Scope to Norway and Finland

Abstract

Worldwide, scholars and policymakers emphasise the importance of basing teacher education in practice. Scholars have therefore suggested to extend the amount of fieldwork. Still, research has shown that the fieldwork component in teacher education of variable quality. During the last 10 years, an increasing body of research has thus emphasised coursework as an important site for making teacher education practice-based, by centreing coursework on core practices of teaching. This approach to practice-based teacher education has been called the enactment approach, and is primarily set within a US context. This article examines research on teacher education coursework in Norway and Finland, to investigate the extent to which the geographic scope of this approach has expanded to a Nordic context.