Design, Integration, and Quality. Teacher Education from the perspective of ProTed, a Norwegian Centre of Excellence in Education

Artikkelen tar utgangspunkt i utviklingsarbeid i ProTed, Senter for fremragende laerer­utdanning, og bidrar til a belyse tre begreper av sentral betydning for utforming, utvikling og evaluering av laererutdanning. Basert pa teoriseminarer, strukturerte rapporter og annet empirisk materiale fra ProTeds utviklings­prosjekter presenterer artikkelen tre hovedbegrep: design, integrasjon og kvalitet. Design presenteres som en virksomhet, en dynamisk kompe­tanse­utvikling hvor undervisning transformeres til laering. Kunnskapsintegrasjon forstas som et kjerne-element i et slikt design, og artikkelen utforsker ulike former for integrasjon. Artikkelen presenterer ogsa et perspektiv pa kvalitetsvurdering som legger vekt pa performa­tive og transformative aspekt ved den kompetanse­utviklingen som genereres gjennom design-virksomheten.Nokkelord: laererutdanning, design, integrasjon, kvalitet, ProTedAbstractDrawing on the developmental work of ProTed, a Norwegian Centre of Excellence in Edu­cation, this article contributes to the understanding of three concepts of central importance for the construction, development and evaluation of teacher education. Based on material from theory seminars, structured reports and other data from ProTed’s development projects, the article presents an understanding of the concepts design, integration and quality. Design is presented as an activity, a dynamic competence development where teaching is transformed into learning. Knowledge integration is understood as a core element of this design, and different forms and aspects of integration are explored. An understanding of quality evalu­ation is presented that emphasises performative and transformative aspects of the competence development that is generated through the design activity.Keywords: teacher education, design, integration, quality, ProTed