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Learning Outcomes in Scandinavian Education through the Lens of Elliot Eisner
Univ South Eastern Norway Borre, Norway.
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). (Linnaeus-SITE)ORCID-id: 0000-0002-8503-2655
2019 (engelsk)Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikkel i tidsskrift (Fagfellevurdert) Epub ahead of print
Abstract [en]

Discursively learning outcomes have been embedded within an education-policy context characterised by a shift from teaching to learning. In the dominant education policy discourse, learning outcomes have come to play an important role in education whose emphasis is more on product than process, which by its critics have been characterised as is criticised as scientific management. Calls have been made to reconsider alternative interpretations of learningoutcomes and a renewal of older perspectives on learning outcomes such as in Eisner's works. The article examines the concept of learning outcomes, as interpreted in education policy, and discusses it within Eisner's framing of teaching and learning. Analysing policy developments and the introduction oflearning outcomes in two Scandinavian countries, we ask what is taken for granted in the interpretation of learning outcomes. The analysis contributes to a widened narrative on what education could be about by illuminating alternative ways of interpreting and conceptualising learning outcomes in education.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2019.
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:lnu:diva-81712DOI: 10.1080/00313831.2019.1595717ISI: 000464592100001OAI: oai:DiVA.org:lnu-81712DiVA, id: diva2:1302754
Tilgjengelig fra: 2019-04-05 Laget: 2019-04-05 Sist oppdatert: 2019-11-21

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