lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Research-based teacher education? Exploring the meaning potentials of Swedish teacher education
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. (SITE)ORCID iD: 0000-0003-4243-2496
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.ORCID iD: 0000-0001-5554-6041
2018 (English)In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 24, no 4, p. 332-349Article in journal (Refereed) Published
Abstract [en]

In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education.

Place, publisher, year, edition, pages
Routledge, 2018. Vol. 24, no 4, p. 332-349
Keywords [en]
Teacher education, research-based education, pedagogic discourse, pedagogic identity, meaning potentials
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-68994DOI: 10.1080/13540602.2017.1403315ISI: 000428866700002OAI: oai:DiVA.org:lnu-68994DiVA, id: diva2:1160243
Available from: 2017-11-25 Created: 2017-11-25 Last updated: 2018-04-20Bibliographically approved

Open Access in DiVA

fulltext(353 kB)90 downloads
File information
File name FULLTEXT01.pdfFile size 353 kBChecksum SHA-512
9bef1761bf1898ce28d20d48c3a516fb805ba3e2f94a61506a439efce4b259ba9d721434df524ec1711f6243e19fe86b672fb140c603d1703f7a9d751bf1cc66
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Authority records BETA

Alvunger, DanielWahlström, Ninni

Search in DiVA

By author/editor
Alvunger, DanielWahlström, Ninni
By organisation
Department of Education and Teacher's Practice
In the same journal
Teachers and Teaching: theory and practice
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 90 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 155 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf