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Publications (10 of 18) Show all publications
Åstrand, B. (2020). Svensk lärarutbildning – en akademisk professionsutbildning med förhinder. In: Elstad, Eyvind (Ed.), Lærerutdanning i nordiske land: (pp. 90-119). Oslo: Universitetsforlaget
Open this publication in new window or tab >>Svensk lärarutbildning – en akademisk professionsutbildning med förhinder
2020 (Swedish)In: Lærerutdanning i nordiske land / [ed] Elstad, Eyvind, Oslo: Universitetsforlaget, 2020, p. 90-119Chapter in book (Refereed)
Place, publisher, year, edition, pages
Oslo: Universitetsforlaget, 2020
Keywords
Lärarutbildning, forskning, akademi, professionsutbildning, lärarutbildningsreformer, utmaningar
National Category
Pedagogical Work
Research subject
history of education; educational work
Identifiers
urn:nbn:se:umu:diva-168671 (URN)9788215035147 (ISBN)
Note

I den tryckta upplagan saknas en del av notapparaten för detta kapitel. PDF-filen som parallellpublicerats här innehåller samtliga noter. Detta har påverkat sidbrytningarna så att texten också fått annan paginering (90–122).

Available from: 2020-03-05 Created: 2020-03-05 Last updated: 2020-03-25Bibliographically approved
Åstrand, B. (2017). Swedish teacher education and the issue of fragmentation: Conditions for the struggle over academic rigor and professional relevance (1ed.). In: Brian Hudson (Ed.), Overcoming Fragmentation in Teacher Education Policy and Practice: (pp. 101-142). Cambridge University Press
Open this publication in new window or tab >>Swedish teacher education and the issue of fragmentation: Conditions for the struggle over academic rigor and professional relevance
2017 (English)In: Overcoming Fragmentation in Teacher Education Policy and Practice / [ed] Brian Hudson, Cambridge University Press, 2017, 1, p. 101-142Chapter in book (Other academic)
Place, publisher, year, edition, pages
Cambridge University Press, 2017 Edition: 1
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:umu:diva-138008 (URN)978-1-3166-4079-1 (ISBN)
Available from: 2017-05-16 Created: 2017-08-02 Last updated: 2018-06-09Bibliographically approved
Åstrand, B. (2016). From citizens into consumers: The transformation of demcratic ideals into school markets in Sweden (1ed.). In: Adamson, F, Åstrand, B & Darling-Hammond, L (Ed.), Global education reform: How privatization and public investment influence education outcomes (pp. 73-109). Routledge
Open this publication in new window or tab >>From citizens into consumers: The transformation of demcratic ideals into school markets in Sweden
2016 (English)In: Global education reform: How privatization and public investment influence education outcomes / [ed] Adamson, F, Åstrand, B & Darling-Hammond, L, Routledge , 2016, 1, p. 73-109Chapter in book (Other academic)
Place, publisher, year, edition, pages
Routledge, 2016 Edition: 1
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:umu:diva-138010 (URN)978-1-138-93056-8 (ISBN)
Available from: 2017-05-16 Created: 2017-08-02 Last updated: 2018-06-09Bibliographically approved
Adamson, F., Åstrand, B. & Darling-Hammond, L. (Eds.). (2016). Global education reform: How privatization and public investment influence education outcomes (1ed.). Routledge
Open this publication in new window or tab >>Global education reform: How privatization and public investment influence education outcomes
2016 (English)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Routledge, 2016. p. 231 Edition: 1
Keywords
School system, privatization, neoliberal reforms, education, policy implications
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:umu:diva-138009 (URN)978-1-138-93056-8 (ISBN)
Available from: 2017-05-16 Created: 2017-08-02 Last updated: 2018-06-09Bibliographically approved
Adamson, F. & Åstrand, B. (2016). Privatization or public investment? A global question (1ed.). In: Adamson, F, Åstrand, B & Darling-Hammond, L (Ed.), Global education reform: How privatization and public investment influence education outcomes (pp. 1-15). Routledge
Open this publication in new window or tab >>Privatization or public investment? A global question
2016 (English)In: Global education reform: How privatization and public investment influence education outcomes / [ed] Adamson, F, Åstrand, B & Darling-Hammond, L, Routledge , 2016, 1, p. 1-15Chapter in book (Other academic)
Place, publisher, year, edition, pages
Routledge, 2016 Edition: 1
National Category
Educational Sciences
Research subject
Educational Work; Educational Work
Identifiers
urn:nbn:se:umu:diva-138011 (URN)978-1-138-93056-8 (ISBN)
Available from: 2017-05-16 Created: 2017-08-02 Last updated: 2018-06-09Bibliographically approved
Åstrand, B. (2015). Conceptual Understandings of Democracy and Values as Aspects of Teacher Quality: The Case of Teacher Education in Sweden. International Perspectives on Education and Society, 27, 385-412
Open this publication in new window or tab >>Conceptual Understandings of Democracy and Values as Aspects of Teacher Quality: The Case of Teacher Education in Sweden
2015 (English)In: International Perspectives on Education and Society, ISSN 1479-3679, Vol. 27, p. 385-412Article in journal (Refereed) Published
Abstract [en]

This chapter focuses on a conceptual understanding of democracy and values education in teacher education, taking the perspective that educa- tion, of necessity, must encompass broader purposes of qualification, socialization and subjectification and that the relationship between them is characterized by interdependence. This chapter analyzes two aspects of teacher quality: first, the importance of values and the understanding of and approaches to values and democracy; second, variations in con- ceptual understandings within a particular educational field (teacher edu- cation). The study maps what teacher educators and institutional leaders for teacher education programs have to say about democracy and values education in relation to teacher preparation given the context of demo- cratic education reforms in the postwar period. This chapter addresses issues such as the readiness among teachers to teach democracy and values as an overarching and qualitative aspect of the teaching profes- sion. This study finds that, on the one hand, there is strong curricular support for democracy and related values education in schools and, on the other hand, a mixed landscape in teacher education. The situation within teacher education suggests an embracement of these issues but with a high degree of conceptual ambiguity and vagueness.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2015
Keywords
democracy, values, higher education, teacher education, Sweden
National Category
Educational Sciences
Research subject
History; Educational Work
Identifiers
urn:nbn:se:umu:diva-138012 (URN)10.1108/S1479-367920140000027009 (DOI)
Available from: 2015-12-10 Created: 2017-08-02 Last updated: 2018-06-09Bibliographically approved
Åstrand, B. (2014). Conflicting Ideas on Democracy and Values Education in Swedish Teacher Education. In: Niemi, H., Multisilta, J., & Löfström, E., (Ed.), Hannele Niemi, Jari Multisilta and Erika Löfström (Ed.), Crossing Boundaries for Learning – through Technology and Human Efforts: . Paper presented at The annual conference of Teacher Education Policy in Europe, Helsinki, Finland, 16-18 May 2013. (pp. 223-252). Helsinki: CICERO Learning Network, Helsinki University
Open this publication in new window or tab >>Conflicting Ideas on Democracy and Values Education in Swedish Teacher Education
2014 (English)In: Crossing Boundaries for Learning – through Technology and Human Efforts / [ed] Hannele Niemi, Jari Multisilta and Erika Löfström, Helsinki: CICERO Learning Network, Helsinki University , 2014, p. 223-252Conference paper, Published paper (Refereed)
Abstract [en]

A decade ago, less than 25% of students in four teacher education programs in Sweden had positive feelings towards their studies in values education. The majority of the students claimed that they had learned the basic concepts, but felt that those concepts were not clearly defined (Frånberg, 2006, p. 151). Consequently, roughly 4 out of 5 students felt that they had not been sufficiently prepared for their role of instilling values in their students. The newly reformed teacher education program was accompanied by an increased ministerial emphasis on values education, but it is unclear what impact it had (Zackari, 2000, p. 11). Studies indicate signs of improvement, but those studies are not fully comparable, so there are good reasons to address these issues again (Åstrand, 2013a). The fact that the majority of students report ambiguity in their understanding of the main concepts of values education suggests there may be varied understanding of the central concepts among teacher educators. The primary aim of this article was to study understandings of and approaches to core terms in Swedish teacher education that relate to democracy and values education. Following that, the analysis also takes into account changes in legislation, policy and reform. 

Place, publisher, year, edition, pages
Helsinki: CICERO Learning Network, Helsinki University, 2014
Keywords
Sweden, Teacher Education, Democracy, Values Education, Parry, Constructive Education, Reconstructive Education
National Category
Humanities Educational Sciences
Research subject
history of education
Identifiers
urn:nbn:se:umu:diva-91485 (URN)978-952-10-9878-9 (ISBN)978-952-10-9878-6 (ISBN)
Conference
The annual conference of Teacher Education Policy in Europe, Helsinki, Finland, 16-18 May 2013.
Available from: 2014-08-06 Created: 2014-08-06 Last updated: 2018-06-07Bibliographically approved
Åstrand, B. (2014). Svensk skola i ett nordiskt perspektiv: observationer och perspektiv. Gymnasiepædagogik (94), 55-68
Open this publication in new window or tab >>Svensk skola i ett nordiskt perspektiv: observationer och perspektiv
2014 (Swedish)In: Gymnasiepædagogik, ISSN 1399-6096, no 94, p. 55-68Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Odense: Institut för Kulturvidenskaber, syddansk Universitet, 2014
Keywords
Svensk skola, Norden, variation, historisk förändring, perspektiv, undervisningens villkor
National Category
Humanities Educational Sciences
Research subject
history of education
Identifiers
urn:nbn:se:umu:diva-91486 (URN)
Available from: 2014-08-06 Created: 2014-08-06 Last updated: 2018-06-07Bibliographically approved
Åstrand, B. (2013). Diversity and homogeneity: notions on the role of higher education in democratic societies. In: Higher Education Reforms: Looking Back – Looking Forward. Paper presented at 10th International Workshop on Higher Education Reform (HER) University of Ljubljana, Faculty of Education October 2–4, 2013 (pp. 44-69). Ljubljana: University of Ljubljana
Open this publication in new window or tab >>Diversity and homogeneity: notions on the role of higher education in democratic societies
2013 (English)In: Higher Education Reforms: Looking Back – Looking Forward, Ljubljana: University of Ljubljana , 2013, p. 44-69Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Ljubljana: University of Ljubljana, 2013
National Category
Educational Sciences Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:umu:diva-106361 (URN)978-­961-­253-­153-­9 (ISBN)
Conference
10th International Workshop on Higher Education Reform (HER) University of Ljubljana, Faculty of Education October 2–4, 2013
Available from: 2015-07-13 Created: 2015-07-13 Last updated: 2018-06-07Bibliographically approved
Åstrand, B. (2013). Svensk historielärarutbildning i ett komparativt perspektiv med utgångspunkt i alumners omdömen om sin utbildning. In: : . Paper presented at Sjunde årliga konferensen inom nationella nätverket för historiedidaktisk forskning, Linköpings universitet, 23-24 april 2013.
Open this publication in new window or tab >>Svensk historielärarutbildning i ett komparativt perspektiv med utgångspunkt i alumners omdömen om sin utbildning
2013 (Swedish)Conference paper, Oral presentation only (Other academic)
Abstract [en]

What about the education of history teachers? An entangled history of academic and educational cultures

Preparation of future teachers is a key component in societies strategies for the future – and frequently under both debate and reform. This study investigates outcome from the point of view of newly graduated teachers opinions on their period of training. The study is based upon a questionnaire to all teacher students (n=7856) in Sweden two years after graduation. Education of history teachers is compared with preparation of teachers in other subjects and other teacher degrees. This national case study is analyzed in relation to international studies on students learning in higher education (Pascarella & Terenzini, (1991), Arum & Roksa, (2011) as well as to studies on academic cultures and traditions (Becher & Trowler 2001, Biesta 2011). Questions addressed are: How does students perceive the balance between and outcome of studies in content knowledge, pedagogical content knowledge and the wider preparation for a teaching career? How successful are teacher students training in areas like teaching history in relation to democracy, values etc.?
What are the differences between preparation in different subjects, at different types of higher education institutions and being prepared to teach a subject or as a class teacher?

Keywords
Lärarutbildning, Historielärarutbildning, Alumner, Utbildningskulturer
National Category
Educational Sciences History
Research subject
history of education
Identifiers
urn:nbn:se:umu:diva-79637 (URN)
Conference
Sjunde årliga konferensen inom nationella nätverket för historiedidaktisk forskning, Linköpings universitet, 23-24 april 2013
Available from: 2013-08-27 Created: 2013-08-27 Last updated: 2018-06-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5796-8029

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