The purpose of this paper is to present the development and status of vocational teacher education in Norway, and to discuss its contemporary philosophy, structure and content. As there is no very clear definition of the term vocational education, the concept is elaborated and discuss. For the same purpose a historical overview is included and discuss in relation to other forms of teacher education. Didactic as a curriculum theory of practice and critical reflection was used as a theoretical reference for this study. The analysis are mostly based on historical documents, government policy documents, written laws and the contemporary national curriculum of Norway. Some personal field experience from teacher education since the late 1980’s was also taken into consideration. In the end there is a critical discussion on vocational teacher education, its purpose and role in a post modern society compare to other forms of teacher education