The Janus Face of Professional Knowledge: What Organizational Principles Are behind the Students’ Perceptions of Professional Knowledge in New Norwegian Teacher Education?

Table 3

Students’ perceptions of legitimate forms of knowledge in teacher education.

General characteristics	Knowledge
	Generic knowledge (SG−, SD−)	Professional knowledge (SG+, SG+)
	Pedagogical approaches	Knowledge in the subject area
Practice and theory	Practices are informed by recontextualized concepts derived from pedagogical learning theories	Practices are informed by specialized knowledge, retrieved from subject areas
Practice and learning	Practices are understood as learning, which takes place using student active learning methods	Practices are understood as active acquisition of the subject’s knowledge
Reflections and experience	Subjective and social reflections of practice experiences	Epistemic reflections of practice experiences
Experience and knowledge	Experiences and the creation of meanings are important sources of knowledge	Experiences should be linked to the special knowledge in the subject area
Learning and knowledge	Learning is seen as a process, which can be performed without regard to specialized knowledge in the subject area	Learning and teaching is associated with specialized knowledge in the subject area