ABSTRACT
This chapter shows that a shift has taken place in Scandinavian teacher education towards the curriculum tradition. It provides insights into the framework of so-called learning experiences, the framework that forms the basis Pedagogikk og elevkunnskap, the only non-school subject taken by current student teachers. The chapter therefore examines the hypothesis that the traditional core narrative of Didaktik in Norwegian teaching education has been replaced by a narrative of ‘learning sciences’. It examines the advocacy of the Organisation for Economic Co-operation and Development, a powerful stakeholder, for the implementation of learning-science content in teacher education. The chapter investigates the relationship between Didaktik and teacher education and discusses epistemological aspects of ‘learning sciences’.
