A nonpedagogical teacher education?

Like other countries, Denmark has responded to calls for educational changes by implementing reforms in the educational system. (Biesta, 2010: Gruschka, 2011; Nussbaum, 2010).
To a great extend the Danish educational system has been based on and oxygenated by pedagogi-cal thinking and theories. This pedagogical tradition has been accompanied by the efforts to de-velop a comprehensive school building on equality, democracy and freedom of thoughts. These purposes are still central ideas, but are challenged by stricter requirements on adequate qualifica-tion of the students and thereby it seems to contribute to a change of this pedagogical an educa-tional paradigm.
In 2013 Danish teacher education was latest reformed into a model of performance assessment and a general focus on learning outcomes. Increased attention paid to output and assessment raises issues regarding changes in education – which seem to come from evaluations more than from educational and pedagogical theories (Gruschka, 2016).
Moreover, the teacher education has increased its focus on both research-based academic train-ing and professional training at the same time.
Our study is double – 1) a case study of the current Danish teacher education reform – and 2) de-veloping pedagogical theories for teacher education of our time (Durkheim, 2014), (Gruschka, 2016). The study addresses questions as a way to stimulate dialogue around an absence of a ped-agogical base for teacher education:
- What characterizes teacher professionalism? (Subject studies? Pedagogical studies? Profes-sional training? Academic studies? Bildung studies? Etc.)
- What characterizes ‘pedagogy of teacher education’ (Darling-Hammond, 2006; Loughran, 2008; Zeichner, 2005)?