Initial Teacher Education in Denmark between equality and competition

The article aims to investigate initial teacher education in Denmark, and specifically the preparation to teach in folkeskole. The analysis is a comparative case-study which draw the links between teacher education and its broader context. The specific profile of the Danish teacher education is tackled against the theoretical framework based on curriculum, admission process and structural features. Then, these three features are discussed in contrast to the comparative framework. Thus, two main trends are highlighted: 1) socio-democracy is correlated with equality, and 2) neo-liberalism is associated with competition ideals. The two trends are observable either in the broader context and in the actual Danish initial teacher education program.