Remediating deficits? Problem representations in Norwegian policies for newly qualified teachers

Abstract

This article analyzes how newly qualified teachers (NQTs) are conceptualized in Norwegian policy, specifically the green paper ‘NOU 2022: 13: With Further Significance’. Utilizing Carol Bacchi’s ‘What’s the Problem Represented to Be?’ approach, we dissect policy proposals and solutions to uncover and examine a tension-filled conceptualization of NQTs as both ‘valuable contributors’ and ‘being in need’. Our findings reveal a discourse that predominantly frames NQTs as the ‘problem’ while marginalizing potential deleterious conditions that shape their professional realities. We argue that this framing not only oversimplifies a complex issue but also risks perpetuating the very challenges it aims to solve. Considering these findings, we highlight the benefits of shifting from a discourse of remediating deficits to one of equality that acknowledges NQTs’ capabilities and contributions. This reconsideration could have broader implications for enhancing the attractiveness and reputation of the teaching profession. While our analysis centers on Norwegian policy, the issues and consequential discussion have implications beyond the borders of Norway.