This article analyzes how knowledge is organized in two different teacher education programs: one research-based program and one general professional program. Two curricula (one Finnish and one Norwegian) are analyzed and compared using Basil Bernstein’s concepts of horizontal and hierarchical organized knowledge structures as well as classification and framing of knowledge. The analysis reveals considerable differences in the programs’ knowledge relations and their professional implications. It is argued that the transition from a general professional program to a research-based program, as currently proposed in Norway, is more complex than changing the curriculum text. It calls for a rethinking of deep-seated issues in the wider educational context.

Keywords: teacher education, professional knowledge, curriculum analysis, Basil Bernstein