Institutions, levels, and models of training

Most of the teacher education is provided by 19 higher education institutions, of which two are private university colleges, the remainder is public universities or university colleges. The number of campuses is however larger (approximately 28).

Kindergarten Teacher Education is a three-year bachelor programme, offered by 12 universities and university colleges. This programme educates teacher candidates for Kindergartens/ early childhood education.

Teacher candidates for primary and secondary school are provided through the following six types of teacher education programmes:

1. Primary and Lower Secondary Teacher Education for Years 1–7 (5 years master, level) 
2. Primary and Lower Secondary Teacher Education for Years 5–10 (5 years, master level) 
3. Integrated teacher education master’s degree for Years 8–13 (5 years, master level) 
4. Postgraduate programmes in educational theory and practice for subject teachers (Qualification as a teacher is obtained in combination with an academic degree (in performing arts, academic subjects or with vocational basis) from a higher education institution (HEI) (1 year) (PPE)
5. Teacher education in practical and aesthetic subjects (From 2021, 5 years, master level) 
6. Vocational teacher education (3 years, bachelor level)

Only the type 4 education programme is a consecutive model for teacher education; it is a programme built on an independent academic or vocational education programme. As for the other five types, all are concurrent models: subjects, pedagogy, and didactics are integrated elements.

Admission requirements 

The admission requirements to all teacher education programmes and types used to be equal to those valid for higher education in general: the so-called Higher Education Entrance Qualification. From 2005, admission criteria for all ITEs, except Kindergarten Teacher Education, were made more rigorous. The special requirements were: minimum a grade 3 (Scale 1-6 where 6 is the best grade) in maths and Norwegian and 35 school points from upper secondary school (This equals Grade Point Average 3,5. From Autumn 2016, the requirements are again sharpened: students wanting to be admitted to a teacher education program of types 1, 2, or 3 will need a grade of a minimum of 4 in the common core subject of mathematics. 

Admission requirements for type 4 education are different. For applicants with a vocational background or a background in performing art, practical or aesthetic subjects, admission requires a bachelor's degree. Applicants with a background in academic school subjects must have a master's degree.

Curriculum, level of specialization, and learning outcomes

All types of initial teacher education (ITE) programmes are regulated on a national level by so-called "framework plans", which are national regulations given by the Ministry. Framework plans describe the structure and content of the education programs and the candidates' intended learning outcomes, all on a very superior and general level. Also, the higher education teacher institutions themselves, through The National Association for Teacher Education (NATE), are responsible for national guidelines for each type of teacher education program, down to specific subjects. The regulations and guidelines must be operationalized in more detail in the individual programmes by the individual teacher education institutions.

Norwegian teacher education programmes are legally required to include training in specific skills such as classroom leadership (school management), diversity, and special educational needs (SEN). These competencies are embedded as mandatory learning outcomes within national curriculum regulations and binding national guidelines. While higher education institutions have flexibility in how the curriculum is organised, they are not permitted to omit these competence areas. The Norwegian model emphasises integration across subjects and teaching practice rather than stand‑alone courses.

Norway’s system combines age‑group specialisation with regulated overlap to support flexibility, teacher mobility and workforce planning. Teachers are trained for specific levels of education, but most teacher qualifications allow teaching at more than one level. The system is differentiated, yet deliberately flexible. In practice, teaching eligibility is determined by a combination of the level‑specific teacher education and the number of ECTS credits in the subjects taught.

Primary and lower secondary teacher education is organised into two overlapping five‑year master’s programmes: Years 1–7 and Years 5–10. Teachers qualified for one of these levels are also legally qualified to teach at neighbouring levels, particularly Years 5–7, and may teach other levels provided they meet subject‑specific credit requirements. Teachers educated for lower and upper secondary school (Years 8–13), including those with integrated master’s degrees or practical‑pedagogical education (PPU), are qualified to teach across these levels, again subject to required subject credits.

The main exception is kindergarten teacher education, which qualifies only for early childhood education. However, kindergarten teachers may qualify to teach Years 1–4 of primary school after completing additional, relevant study.
 

Teacher educators

Teacher educators in Norway are required to have solid academic qualifications, documented pedagogical competence, and relevant experience and expertise connected to school practice.

Teachers working in Norwegian institutions that provide teacher education are employed at universities and university colleges and must meet national requirements set in the Universities and University Colleges Act (2024) and its regulations.

Minimum requirements:

• Relevant higher education (at least bachelor’s level; usually master’s or PhD depending on position)
• Documented pedagogical (educational) competence for teaching in higher education
• Norwegian language proficiency (B2 level)
• Relevant teaching or professional experience

Specific to teacher education:

• Programmes must have a strong and stable academic staff approved through NOKUT accreditation
• Staff must collectively cover subject knowledge, subject didactics, pedagogy and school practice
• Teacher education places particular emphasis on practice-related competence and close links to the school system

Teachers who act as school‑based mentors for Practical Pedagogical Education (‘PPU’) students and other teacher trainees in Norway are not subject to separate statutory qualification requirements, but must meet expectations set out in national teacher‑education frameworks and agreements between universities and practice schools. In practice, mentors are expected to hold a recognised teaching qualification, be formally qualified to teach the relevant subject(s) and school level, and have relevant teaching experience, typically at least three years; mentor or supervision training (often 15 ECTS) is commonly recommended but not legally required. Responsibility for defining and ensuring compliance with these requirements rests with the teacher‑education institution, in cooperation with the practice school and school owner.

Qualifications, evaluation, and certificates

All student teachers are formally evaluated continuously throughout the study programme: their practical teaching skills, subject knowledge, and pedagogical knowledge. Furthermore, they also undergo a suitability assessment during the education. All students passing one of the types of initial teacher education are qualified teachers. There is no other kind of certification of new teachers in Norway.

A statutory framework for suitability assessment (‘skikkethetsvurdering’) applies to all teacher education programmes. The system is regulated by national legislation and is implemented by higher education institutions throughout the full duration of the programme. The purpose of the suitability assessment is to ensure that graduates entering the teaching profession possess the academic, pedagogical and personal competencies required to work with children and young people, and that they do not pose a risk to pupils’ safety, health, rights or well‑being. Suitability assessment is conducted in two forms.
First, ongoing suitability assessment applies to all students as a routine element of the programme. This assessment is continuous and integrated into academic teaching, professional conduct and practical training. Institutions are required to inform students of this process at the start of their studies and to provide guidance and opportunities for improvement where concerns arise.

Second, a special suitability assessment may be initiated where there is substantiated doubt regarding a student’s suitability for the profession. Such doubt may be raised by academic staff, placement supervisors, fellow students or other relevant parties. The initiation of a special assessment triggers a formal procedure governed by administrative law, ensuring due process and the student’s right to be informed, to respond, and to be supported during the proceedings.

Assessment decisions are made against nationally defined criteria, which include the ability to care for and communicate with pupils, to act responsibly as a professional role model, to demonstrate self‑awareness and ethical judgement, to collaborate effectively, and to respond constructively to supervision and guidance. While assessments are primarily based on behaviour and performance within the study and placement context, serious external conduct may be considered in exceptional cases.

Possible outcomes of the assessment process include confirmation of suitability, the imposition of additional guidance and monitoring measures, or a formal determination of unsuitability. A finding of unsuitability may result in exclusion from the teacher education programme.

Overall, the suitability assessment system is designed to function as a preventive and quality‑assurance mechanism, supporting professional development while safeguarding pupils and maintaining public trust in the teaching profession.

Required teacher qualifications for different school levels

To obtain a permanent position as a teacher in Norway, candidates must meet the qualification requirements as described in the Education Act and associated regulations. Having the appropriate teacher education is a primary requirement. If no applicant satisfies the qualification requirements, a temporary appointment may be made. Such temporary appointments must last no longer than July 31. In 2024, 11% of persons working in teaching positions in primary and lower secondary schools were unqualified.

In addition to the qualification requirement of having the necessary teacher education, teaching staff must have relevant qualifications in the subjects that they teach. How many relevant credits are required for teaching depends on years and the subject.

Years 1–7: To teach Norwegian, Sami, Norwegian Sign Language, mathematics, or English, the teacher must have at least 30 credits that are considered relevant to the subject. No credits are required to teach other subjects for Types 1 and 2 teachers. Teachers of other types must have 30 credits in all of their teaching subjects

Years 8–10: To teach Norwegian, Sami, Norwegian Sign Language, mathematics, or English, the teacher must have 60 credits that are considered relevant to the subject. For most other subjects, the requirement is 30 credits.

For Years 11–13, 60 credits are required to teach most subjects.

Alternative training pathways

All main types of teacher education (pre-primary, general, vocational) are offered through decentralized study programs. Course contents are identical with the ordinary programs, but follow a different organizational plan, allowing the student to have a part-time job. Decentralized programs therefore often have a longer duration.

Also, many institutions offer flexible teacher programs including the use of ICT. Institutions with programs in teacher education also provide in-service training and post-graduate courses for teachers.