Strategic plan Teacher education programmes 2025–2028
Vision: Co-creating tomorrow’s teacher education
Values:
Academic quality, openness, trust and respect
The teacher education programmes at UiA are rooted in close collaboration with the practice field and a matrix organization that ensures a robust and unique academic foundation. UiA's teacher education boasts strong study programmes supported by recognized and dedicated academic environments and is nationally leading in student satisfaction related to supervised professional training.
Our academic culture:
- Academic freedom
- Organizational culture
- Student culture
- Equality, diversity and inclusion
- International engagement and cooperation
The teacher education programmes’ strategic goals
Goal 1: Together for teacher education
The teacher education programmes will prioritize:
- further developing the culture of teacher education and strengthening the understanding of how the programmes are a shared institutional responsibility throughout the organization
- striving for a high degree of trust and respect between staff in the faculties, staff in the Teacher Education Unit and staff in the central administration
- clarifying the Teacher Education Unit's responsibility for the totality, coherence and development of the study programmes and coordination in CPD and R&D as contributions to unlocking the potential of teacher education in teaching, research and dissemination
- developing a better platform of knowledge regarding the structural and financial consequences of the matrix organization
- further developing collaborative platforms with the practice field and the region, and enhancing the role of the practical training supervisors as teacher educators
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Goal 2: UiA is the students’ university
The teacher education programmes will prioritize:
- collaborating with students to ensure that the subjects within the programmes, the learning environment and the broader student experience are perceived as attractive and relevant
- promoting students' active participation in the professional community and strengthening student democracy
- involving students in the recruitment process for teacher education programmes and the teaching profession
- including more students in innovation and R&D
Goal 3: The teacher education programmes are relevant, robust and attractive
The teacher education programmes will prioritize:
- managing and further developing the programme portfolio to offer future-oriented programmes of high quality with academic content that meets the needs of kindergartens and schools
- contributing to developing relevant courses in lifelong learning, as well as skills and career development in kindergartens and schools in collaboration with the region
- including sustainability and diversity in all study programmes, with a particular focus on minority and indigenous perspectives
- educating teachers who have experience- and research-based skills to address current interprofessional challenges in kindergartens and schools
- strengthening and increasing student recruitment in collaboration with partners
- enhancing international cooperation and exchange, actively utilizing internationalization and student exchange opportunities in recruitment efforts
- participating in the European University Alliance, FORTHEM
Goal 4: The teacher education programmes strengthens practice-oriented and profession-focused research, as well as academic and artistic research and development
The teacher education programmes will prioritize:
- promoting practice-oriented, profession-focused and educational research, and stimulating research on, in and with kindergartens, schools, teacher education programmes and the teaching profession
- collaborating across academic environments, faculties and interdisciplinary research centres, establishing platforms for interaction between different academic environment, and further developing the coordinator role for R&D in the teacher education programmes
- further developing the culture and structure for externally funded research and development projects, and managing strategically earmarked funds for teacher education-related R&D work to support this
- strengthening PhD studies within teacher education and identifying potential PhD tracks for candidates with a master's degree from teacher education programmes
- participating in regional, national and international R&D forums
- further developing strategic partnerships and actively inviting more participants from the professional and community sectors for co-creating knowledge
Goal 5: The teacher education programmes lead the way in efficient, sustainable, critical and responsible use of new technology and new work methods
The teacher education programmes will prioritize:
- enhancing professional digital competence relevant to the day-to-day work and future conditions that students will encounter in kindergartens and schools
- ensuring environmental, social and financial sustainability in all uses of new technology and new work methods
- developing and adopting new technology and artificial intelligence across education, academic and artistic research and development, and administration
- promoting societal and ethical considerations in technology development
Goal 6: The teacher education programmes strengthen their focus on socially beneficial innovation and entrepreneurship
The teacher education programmes will prioritize:
- stimulating innovative development in teaching and research
- highlighting innovation and creative R&D within the teacher education programmes, within subject didactics, pedagogy and education research
- enhancing the competence of students and staff in adaptation, innovation and entrepreneurship, equipping students to educate the entrepreneurs of the future
- increasing the dissemination of research results and student projects and contributing to the practical application of knowledge
Goal 7: The teacher education programmes take a more prominent national position
The teacher education programmes will prioritize:
- highlighting UiA's leading position in teaching practice partnerships within its teacher education programmes
- establishing a nationally recognized position in education-relevant research and dissemination
- increasing participation in public discourse and actively engaging in policy development
- emphasizing UiA's unique position as the sole national provider of bilingual teacher education
- advocating nationally for the role of practical and aesthetic subjects in teacher education, kindergartens and schools, working systematically to become the preferred institution for practical and aesthetic programmes and courses
- further developing alumni networks as a strategic resource
The teacher education programmes work across disciplines for sustainable solutions
Health, upbringing, education and living conditions
Kindergartens and schools are the most central societal venues for addressing challenges related to education and upbringing, promoting public health and improving living conditions. Health and life skills is one of the three interdisciplinary topics in the National Curriculum, and interprofessional collaboration in kindergartens and schools is both important and necessary within teacher education and across academic environments in other welfare education spheres. The teacher education programmes facilitate forums for sharing experiences and knowledge about interprofessional collaboration in working with teams around children and young people. This topic area is also crucial to the dual mission of teacher education, where learning in kindergartens, schools and university programmes and courses should promote both education and all-round development.
Art and culture
Art and culture are essential components of the forms of expression that children and young people experience, use and learn through. Creative and aesthetic learning processes are relevant to all subject areas in kindergartens and schools and can contribute to creating inclusive communities. The Faculty of Fine Arts is a key player in developing the role of the arts in kindergartens, schools, teacher education and society at large. Art as a distinct subject area is highlighted, providing a basis for interdisciplinary collaboration across all departments within the teacher education programmes. The FORTHEM Lab, Art & Aesthetics in Contemporary Society, also targets children and young people and has the potential to serve as a forum for increased collaboration across teacher education programmes.
Democracy and active citizenship
From a teacher education perspective, the topic of democracy and active citizenship involves students, as well as children and young people, experiencing and learning both about and through democratic communities and participation. Key concepts include democratic competence, participation, critical thinking, climate of expression, diversity competence, minority perspectives and the principle of non-discrimination. The topic is relevant across most subject areas, with particularly strong educational and research environments in the teacher education programmes within the Faculties of Social Sciences, and Humanities and Education. Democracy and citizenship is one of the three interdisciplinary topics in the National Curriculum.
Technology, digitalization and societal preparedness
Future teachers must develop professional digital competence to navigate an increasingly digitalized world, which affects everyday life in kindergartens and schools. This involves using digital tools critically and responsibly, promoting learning and creative exploration, and enhancing the ability of children and young people to critically assess sources. Teacher education programmes should integrate AI and technology into all study programmes, focusing on academic, educational and ethical aspects. The Teacher Education Unit plays a coordinating role in this effort, including collaboration with practice fields and participation in national and international networks, thereby promoting innovation and professional development.
Climate, environment and energy
The teacher education programmes should lead the way in driving the green transition by enhancing ecological perspectives on sustainability, climate and the environment within study programmes and R&D activities. Student teachers should gain knowledge, experience and understanding of nature and climate change, as well as how to care for the environment, so they can apply this in kindergartens and schools. Students must also learn to integrate diverse perspectives into their teaching to promote sustainable development.
Sustainable change and innovation
The teacher education programmes emphasize knowledge of sustainability and the UN Sustainable Development Goals, focusing on sustainable transition and innovation that encompass environmental, social and economic dimensions. Global perspectives are central, and future teachers need skills to teach sustainable development across all subjects. The teacher education programmes integrate social science, humanities, natural science, health and arts perspectives, and collaborates with the UN Association and UNESCO to promote sustainable development. Sustainable development is one of the interdisciplinary topics in the National Curriculum.