Content -- Foreword -- Editors' preface -- 1. Summary -- 2. Introduction -- 3. Regulation -- 3.1 Chapter summary -- 3.2 Scope of the national analyses -- 3.3 National trends in regulation -- 3.4 Regulatory framework -- 3.5 Organisation -- 3.6 Approval and other forms of quality assurance -- 3.7 Formal qualification requirements for lecturers on teacher-training programmes -- 3.8 Formal qualification requirements for graduate teachers in different parts of the school system -- 4. Student characteristics and recruitment -- 4.1 Chapter summary -- 4.1.1 Admission requirements and entry levels -- 4.2 Recruitment patterns 2003-2007 -- 4.3 Admission requirements and entry level -- 4.4 Students' backgrounds -- 4.5 Completion time, retention and drop-out rates -- 5. Structure of the teacher-training programmes -- 5.1 Chapter summary -- 5.2 Overall purpose of the teacher-training programmes -- 5.3 Content -- 5.4 Scope, placing and content of the main subjects -- 5.5 Scope, placing and content of the subject-specific didactics -- 5.6 Scope, placing and content of the pedagogic subjects -- 5.7 Other common core subjects -- 5.8 Organisation, scope and content of teaching practice -- 5.9 Links between theory and practice -- 6. Terms and conditions of employment -- 6.1 Chapter summary -- 6.2 Supply and demand for teachers -- 6.3 Conditions of employment and appointment -- 6.3.1 Teachers' terms and conditions of employment -- 6.4 Students' choices of main subject (linjefag) -- 6.5 Salaries -- 6.6 The social status of teacher training -- 7. Pan-Nordic analysis perspectives -- 7.1 Internationalisation -- 7.2 Pupil performance -- 7.3 Challenges facing Nordic schools -- 7.4 Literature -- 8. Proposals for further studies -- 9. Sammenfatning -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Appendix E -- trlPreface -- OLE_LINK7 -- OLE_LINK8 -- OLE_LINK5.

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