This article reviews research on Norwegian General Teacher Education (NGTE) conducted in 2000–2010. In the analysis, the findings are based on the focus in the covered research, presented in three categories: (A) Research on the NGTE teacher educators, (B) Research on the NGTE student teachers’ development, and (C) Research on the development and renewal of NGTE. The analysis of the reviewed material clearly indicates the need for further research concerning organizational aspects, policy impacts, beliefs and opinions of teacher educators related to the strategies used to facilitate the various competence goals in respect to governmental policy and student teachers’ development of teacher identity and knowledge.

Keywords: Norwegian teacher education, reviewed research