Emotional experiences that are an integral part of the process of becoming teachers have been insufficiently explored in the research literature. The early experiences of three new teachers in a Norwegian upper secondary school are analysed using a collective case-study design and a socio-cultural theoretical framework. Emotions arising in the classroom and in collaboration with colleagues are focused on, as well as how emotions are communicated. Data illuminate differing ways of adjusting to the emotional conventions at work, which in turn affect early career teachers' (ECT) experiences of emotional labour. The study also shows how emotions are neglected in teachers' work in general; that the emotional part of their teaching practice is less well communicated and that their emotions are not used for development and learning. Consequently, the ECTs, as well as other teaching staff, are cut off from an important basis for knowledge and growth. Finally, the study reveals that the school's organisational structures are not receptive to ECTs' experiences and competence and makes recommendations as to how emotions as a positive source of ECT development and learning may be fostered.

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De nye femårige grunnskolelærerutdanningene i Norge skal utdanne lærere med fag-fordypning og forskningsbasert kunnskap. Disse lærerne skal kunne tilpasse opp-læringen til den enkelte elev og integrere spesialundervisning i grunnskolen. Studiens forskningsspørsmål er: Hvordan erfarer nyutdannede grunnskolelærere at den formelle lærerkompetansen fra en integrert femårig grunnskolelærerutdanning samsvarer med deres behov for kunnskap om tilpasset opplæring og spesialpedagogikk i yrkesstarten? Studien er basert på kvalitative intervjuer med 43 nyutdannede lærere fra de tre første grunnskolelærerkullene med femårig integrert masterutdanning for skolens trinn 1–7 og 5–10 fra UiT Norges arktiske universitet. Undersøkelsen inngår i det longitudinelle forskningsprosjektet «Relevant masterutdanning for grunnskolelærere». Analysen av data er basert på en temasentrert analysestrategi i NVivo12. Resultatene viser at de nyutdannede lærerne opplevde utfordringer med å tilpasse opplæringen for en sammensatt elevgruppe, og spesielt for elever med behov for særskilt tilrettelegging. De nyutdannede lærerne erfarte at de manglet kunnskap og ferdigheter til å arbeide med atferds¬problemer og bestemte diagnosegrupper. De manglet også kunnskap om hvordan det eksterne spesialpedagogiske støtteapparatet fungerer, og hvordan og når de skal melde inn tiltak. De nyutdannede tilegner seg spesialpedagogisk kompetanse ved å teste ut egne ideer, eller de bygger på råd fra kolleger. Enkelte deltar på kurs eller veiledning fra PPT, BUP eller andre aktører om temaer som individuelle opplæringsplaner eller diagnoser. Den erfaringsbaserte læringstilnærmingen styrker etablert og kritisert tenkning om spesialpedagogikk og viderefører et system som ikke fungerer (Nordahl et al., 2018). Nyutdannede lærere trenger mer kunnskap om inkluderende pedagogikk og relasjonell tenkning i utdanningen. Nøkkelord: femårig grunnskolelærerutdanning, nyutdannede lærere, spesialpedagogikk, tilpasset opplæring, relasjonell tenkning, inkluderende pedagogikk “It’s a very strange system!” – Special education, adapted education, and newly qualified teachers’ competence AbstractThe new Norwegian five-year primary and lower secondary school teacher education prepares teachers with increased subject-specific and research-based knowledge. These new teachers should be able to adapt teaching to individual students and integrate special education approaches. The research question is: How do newly qualified teachers experience their formal teacher competences from a five-year integrated master’s programme compared with their need for knowledge about adapted and special education at career-start? The study is based on qualitative interviews with 43 newly qualified teachers from the first three cohorts of a five-year integrated master’s teacher education programme at UiT The Arctic University of Norway. The study is part of the longitudinal research project “Relevant master education for school teachers”. Data are thematically analysed in Nvivo12 with results showing that new teachers experienced challenges in adapting teaching to all students, especially to students with needs of additional support. The new teachers found that they lack the competence to work with behavioural problems and particular diagnostic groups. They felt that they lack expertise on how external specialist support systems work and how and when to report concerns. Newly qualified teachers acquire special education competence by testing out their own ideas or based on advice from colleagues. Some also attend courses or seek guidance from support services on topics such as individual plans or diagnoses. The experience-based learning approaches taken by new teachers strengthen established and criticised thinking about special education and perpetuates a dysfunctional system. Newly qualified teachers need more knowledge about inclusive pedagogy, adapted education, and relational thinking in education. Keywords: primary and lower secondary school teacher education, newly qualified teachers, special education, adapted education, relational thinking, inclusive pedagogy

This study explores the challenges in supporting and assessing action research projects related to bachelor's theses for research-based initial teacher education in Norway. The data consist of two types of textsthe official information about the bachelor's thesis from the university and 10 theses where the students complained about the assessment. The results are considered by using a theoretical framework of assessment as a process of communication and by applying the concept of boundary crossing. The results show the lack of communication and tripartite collaboration among students, practicum teachers and university teachers as presupposed. Communication and democratic dialogue are crucial elements of action research, and the findings suggest that the assessment process should focus on 'feedforward' in an open dialogue more than 'feedback' through written texts or marks. Our research findings add to the knowledge on the design of research-based programmes of study in general and assignments based on action research in particular.