The author outlines the place of vocational education within the upper- secondary structure in Norway and also identifies the general principles underpinning this structure. Recent changes have had major implications for teacher education, and these are described. The author highlights in particular the introduction of computer technology, the emphasis on the teacher as researcher and the integration of handicapped pupils into ordinary classes as three key challenges, and the author proposes a number of strategies for both the content and the structure of teacher education. © 1988, Taylor & Francis Group, LLC. All rights reserved.
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