ResearchArticle The Icarus Effect Rephrased: Range of Semantic Gravity and Forms of Knowledge in New Norwegian Teacher Education Erik Bratland and Mohamed El Ghami Faculty of Education and Arts, Nord University, 8700 Nesna, Norway Correspondence should be addressed to Mohamed El Ghami; mohamed.el-ghami@nord.no Received 29 March 2021; Revised 28 June 2021; Accepted 17 July 2021; Published 24 July 2021 Academic Editor: Eddie Denessen Copyright © 2021 Erik Bratland and Mohamed El Ghami. is is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. In the 2000s, several major education reforms have been implemented in Norway. e reform in the teacher education is heavily inspired by the Finnish model, with introduction of a new research-based content, with the aim of developing a new type of professional knowledge, as a basis for teachers’ professional practice. Drawing on Maton’s Legitimation Code eory, this paper explores the tensions in the new Norwegian teacher education, between knowledge and ways of knowing, by examining students’ practices, expressed in students’ research and development papers in the new teacher education. e paper refutes a one-di- mensional concept of experience-based practical knowledge in the teacher education and argues that professional knowledge is based on practices that are informed by specialized and theoretical knowledge. 1.Introduction e school and teacher education in Norway and the Nordic countries have for a long time been characterized by a special type of reform pedagogy. is pedagogy, also referred to as progressive pedagogy, has major implications for the or- ganization of the learning processes and for the perception of knowledge in education [1–3]. e reform pedagogy’s ideas about learning and knowledge can be characterized as reflecting what Maton called a “subjectivist doxa” [4], which finds decisive inspiration in various learning theories, not least constructivism, and where knowledge is basically un- derstood as mental processes “in the head of persons” (see [5] (pp. 1)). In recent decades, the hegemony of the pro- gressive pedagogy in schools and teacher education has been strongly challenged [6, 7], which is particularly associated with the introduction of international large-scale surveys in Norwegian schools: Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), and Progress in International Reading Literacy Study (PIRILS). ese large-scale surveys, which were initiated by international organizations such as the Organization for Economic Cooperation and Development (OECD), herald a new era for the Norwegian education system. e results of the large-scale surveys, and in particular the PISA surveys, gave legitimacy to significant changes in Norwegian education policy in the early 2000s, with subsequent reforms in schools and later in teacher education. e conversion of the Norwegian teacher edu- cation to a five-year master’s education received decisive impulses from Finland, a country that can show good results in the international PISA surveys [2, 8]. In the same way as the Finnish model, the new Norwegian five-year teacher education will emphasize a scientific and research-based content, with the aim of developing a new type of profes- sional knowledge, which will provide a new foundation for teachers’ teaching practices in schools. e new five-year teacher education was launched in 2017, and so far, there is limited research on the effects of the new five-year teacher education in Norway. As mentioned, the reform introduces a new scientific and research-based foundation for students’ professional practice. A central research focus is related to the question of students’ un- derstanding of knowledge in the new teacher education, and whether knowledge is reduced to knowing in students’ knowledge practices. Based on Maton’s Legitimation Code Hindawi Education Research International Volume 2021, Article ID 9982339, 7 pages https://doi.org/10.1155/2021/9982339