The 1990's have been a period of unprecedented educational reform in Norway. The changes have taken place on all levels-from the kindergarten up to secondary school-and now include teacher education. In 1998 the national teacher training institutions received a new set of curriculum guidelines intended to align teacher training with the intentions of the new core curriculum for primary and secondary schools.
The curriculum guidelines for teacher education present changes in three areas. The structure of teacher training has been modified, the contents described in greater detail and the teaching methods have been identified more specifically.
The core curriculum for norwegian primary and secondary schools presented consumer education as an important and highly relevant interdisciplanary area of study. The core curriculum for primary and lower secondary schools went so far as to state:
"Education shall contribute to pupils' development as knowledgable and aware consumers and help them learn to be critical and make reflected choices both as consumers, users of the media and in the use of their free time." (L-97, page 68)
The curriculum guidelines for teacher education in Norway do not directly present consumer education as an interdisciplinary area of study, but do give many clear references within individual subjects and in connection with the overall competance required of teachers. In addition to competance within their field of study, professional ethical competance and didactic competance in relation to teaching methods, the guidelines require teacher to develop the ability to meet and deal with changes within society.
Teacher training consists in Norway of a three year obligatory course and a one year self chosen course. In addition there is a practice period during which the students are expected to carry out a theme based activity with the pupils. Each of the three main years of the obligatory teacher training course are to have their own focus or profile determined in part by the training institution . The students are expected to do a project as well. Theme based activities, projects and yearly focusing provide opportunities for a variety of subjects to be taken up. including ones related to consumer education
Consumer issues such as personal economy, consumer rights and responsibilities, advertising, health and diet, and product safety are dealt with in greatest depth in home economic courses given at teacher training institutions. Student teachers are, however, not required to take home economics as they can choose another subject instead. Those that do choose home economics will study most consumer issues as well as being encouraged to develop attitudes that emphasize the importance of pupils becoming critical, reflected, and knowledgeable consumers.
Natural science, social studies and ecology is a subject constellation that all students at teacher training institutions are required to take. There subjects such as consumption and the world's resources are dealt with. Questions concerning advertisement and media influence are also a part of the curriculum here. In addition the students are required to acquire an understanding of the prevelant theories of development and the political and economic processes behind these theories.
Mathematics is also a required subject at teacher training colleges in Norway. More emphasis is placed on Mathematics in everyday life than was before in the previous plan. Consumer patterns and economics are dealt with throughout the course.
In the language and art courses the students are recquired to take there are also themes dealing with such subjects as advertising and media, use of visual representations, distortions, etc.
The teacher training curriculum guidelines are very explicit concerning the need for new teachers to both be role modells for the pupils as well as being quite aware their responsibilities as ethical standard bearers. The consequences of modern consumption are to be taken up in discussions in this and other courses, and attitudes developed that encourage awareness of consumption patterns and the value of being critical, active consumers.
There are two main challenges facing the teacher training institutions in Norway in the immediate future related to consumer education. The one is to update the staff on issues dealing with consumer education so that they can teach within their own subjects and on an interdisciplinary basis as the curriculum guidelines expect them to. The other challenge is to provide the Norwegian schools with in-service teacher trainers who can assist those who already are teachers, to appreciate and understand the importance of and the facts connected with consumer education.
For more information, please contact:
Victoria W. Thoresen
Høgskolen i Hedmark,
avd. for lærerutdanning, Hamar,
Holsetgt. 31
2300 HAMAR
Tel: 47-62 51 77 23
Fax: 47 62 51 76 01
E-mail: victo@online.no
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