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Exploring the discourse of ‘research-based’ teacher education in Sweden and Finland.
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.ORCID iD: 0000-0003-4243-2496
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Sustainable development
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Abstract [en]

Over the last decades, the importance of transnational organisations and associations like the OECD and EU has increased significantly in the making of educational policy (Robertson & Dale, 2015; Wahlström & Sundberg, 2017). In the changing global landscape of education, ideas, policies and reforms ’travel’ or are ’borrowed’ between countries (Steiner-Khamsi, 2010; cf. Alexiadou, 2014). One of the influential trends that can be identified is a strong emphasis on teacher quality and accountability rooted in a neo-liberal discourse, where educational success and world-class knowledge performance is directly linked to the quality of teachers and teacher education (Cochran-Smith & Villegas, 2015; Smith, 2012). Parallel to this, there is an emphasis on standards where learning outcomes and a focus on general competences have become a central part of current education policy (Young, 2010). A topical issue in the discussion about teacher education is the relation between school practice and academic research (Cochran-Smith & Lytle, 1999; Darling-Hammond, 2006). Over time, different discourses of teacher professionalism have developed, stressing either practical teacher training for forwarding functional competence or emphasising continuous intellectual learning and research as key components of teachers’ professional competence (Sachs, 2016). In a study on the meaning of research-based teacher education in Sweden, we could conclude that teacher education in general is a strongly framed professional education with a relatively weak and adapted research base. Different meaning potentials are made available to the students and shape their pedagogic identities (Alvunger & Wahlström, 2017). Considering the historical, cultural and political relations between the Nordic countries, it is likely to assume that there are convergences – but of course also divergences – between the teacher educations in the different countries. Drawing on a theoretical framework of four different typologies of teacher professionalism outlined by Sachs (2016), the aim with this paper is to explore and compare the discourse of research-based teacher education in Sweden and Finland over the last 20 years. The empirical material for the study is research publications on teacher education in the two countries from around the year 2000. The comparative analysis is focused on underlying assumptions and different emphases of knowledge regarding research-based teacher education. From Sachs’ (2016) typologies of ‘controlled professionalism’, ‘co-operative professionalism’, ‘professionalism as performance’ and ‘activist professionalism’ a related queston is what approaches to teacher professionalism that emerge from the discourses of research-based teacher education?

Place, publisher, year, edition, pages
2018.
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-100501OAI: oai:DiVA.org:lnu-100501DiVA, id: diva2:1521730
Conference
ECER 2018: Inclusion and Exclusion, Resources for Educational Research?, 4-7 Sept, 2018, Bolzano
Available from: 2021-01-25 Created: 2021-01-25 Last updated: 2021-04-14Bibliographically approved

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Alvunger, Daniel

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