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Professional and academic knowledge in teachers' research: an empowering oscillation
Luleå tekniska universitet . (Kampen för läraryrkets kunskap – möjliga vägar för lärares professionalism?)ORCID-id: 0000-0002-7952-5111
Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen. (Kampen för läraryrkets kunskap – möjliga vägar för lärares professionalism?)ORCID-id: 0000-0001-8444-4132
2019 (engelsk)Inngår i: European Educational Research Journal, E-ISSN 1474-9041, Vol. 19, nr 6, s. 587-608Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this article, we study the academisation of the teaching profession in Sweden, which follows contemporary trends in other Nordic and European countries. The specific aim was to analyse 14 reports written by researching teachers enrolled in a master's programme to investigate how they perceive, interpret and value academic and professional knowledge. The conceptual framework comprises theories concerning academic literacies and knowledge structures. The report analysis focussed on scope, aims and research questions, and how the researching teachers related to teacher knowledge and academic knowledge, normativity and a critical approach. After a preliminary analysis, the researching teachers were invited to participate in the analysis, giving their contextual understanding. The study indicates that the reports were based on empirical data and situated in a professional context, with the aim of exploring and understanding professional issues in relation to research, national policies and professional teacher experience. Report orientation was deeply nourished by teacher knowledge. The researching teachers' contextual knowledge both benefitted and challenged academic knowledge and vice versa, with the ambition to improve practice. Accordingly, the teachers' contextual knowledge can deepen the understanding of a research phenomenon. There was an empowering oscillation between teacher knowledge and academic knowledge in the teachers' research.

sted, utgiver, år, opplag, sider
Sage Publications, 2019. Vol. 19, nr 6, s. 587-608
Emneord [en]
academic literacies, knowledge structures, teacher knowledge, academic knowledge, teacher research, PIUF
HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-166003DOI: 10.1177/1474904119890158ISI: 000500125600001Scopus ID: 2-s2.0-85092578658OAI: oai:DiVA.org:umu-166003DiVA, id: diva2:1376067
Forskningsfinansiär
Riksbankens Jubileumsfond, RMP17-0054:1Riksbankens Jubileumsfond, RMP17-0054:2Tilgjengelig fra: 2019-12-06 Laget: 2019-12-06 Sist oppdatert: 2023-03-28bibliografisk kontrollert

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Erixon, Per-Olof

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Bergmark, UlrikaErixon, Per-Olof
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