Constructing knowledge for the teaching profession A comparative analysis of policy making, curricula content, and novice teachers’ knowledge relations in the cases of Finland and Norway Hilde Wågsås Afdal Thesis submitted for the degree of Philosophiae Doctor (PhD) Department of Educational Research, Faculty of Education University of Oslo 4 th of June 2012 CORE Metadata, citation and similar papers at core.ac.uk Provided by NORA - Norwegian Open Research Archives