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’I do not want to shut myself behind closed doors’: experiences of Swedish teacher educators in Sweden (1945-2002)
Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
2003 (Engelska)Ingår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, nr 3-4, s. 87-107Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article reports on a study of how teacher educators in northern Sweden have experienced change during the second half of the twentieth century. Research methods comprised extensive interviews with academic staff and administrators, and documentary and policy analysis. The article concentrates on two questions raised in the interviews: views on gender, and onset of a research culture. Findings suggest that female teacher educators are more aware than their male colleagues of imbalances in power relations and in pay and conditions between the sexes. They also appear more interested in the development of teacher education as a research-based discipline than their male colleagues who place greater value on their transmission of teaching and classroom knowledge and skills. Drawing on the work of Connell and others, it is suggested that the gender regime of teacher education(in this case, in Umeå University) positions men and women teacher educators differently in terms of change, in particular regarding who is likely to benefi t most from the introduction and development of a research culture.

Ort, förlag, år, upplaga, sidor
Umeå: Umeå universitet , 2003. nr 3-4, s. 87-107
Identifikatorer
URN: urn:nbn:se:umu:diva-4470OAI: oai:DiVA.org:umu-4470DiVA, id: diva2:143590
Tillgänglig från: 2005-04-06 Skapad: 2005-04-06 Senast uppdaterad: 2018-06-09Bibliografiskt granskad
Ingår i avhandling
1. Att rubba föreställningar och bryta traditioner: Forskningsutveckling, makt och förändring i svensk lärarutbildning
Öppna denna publikation i ny flik eller fönster >>Att rubba föreställningar och bryta traditioner: Forskningsutveckling, makt och förändring i svensk lärarutbildning
2005 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

The overall aim of this study is to understand the impact of Swedish education policy-making on teacher education post-1945. The study explores the relationship between national structures and changes affecting teacher education, its relationship to research, and in particular, implications of policies for teacher educators at Umeå University in northern Sweden. A combination of top-down and bottom-up research approaches was used and included analysis of policy documents, research literature and micro-level perspectives. This included interviews with 57 teacher educators and senior managers, who had been or remained responsible for teacher education programmes.

The research draws on a variety of theoretical frameworks, which aid the exploration of the relationship between various parts of teacher education and higher education more generally. In so doing, relationships of power, discourse and gender are seen as particularly important, as are the sociological perspectives of Bourdieu, Bernstein, Foucault and Connell among others. Prosopography was used as a methodological approach, by which biographical details were collected and analysed in order to illuminate the social relations of the field of teacher education.

The study showed that in Sweden, research for teacher education was a major issue in post-war education policy in connection to reforms of the school-system, and widening access to research. ‘Practical Pedagogy’ was specifically created as a sub-discipline of Pedagogik (Educational Studies), and established in the 1950s and 1960s at the new teacher colleges. The relationship between educational research and teacher education remained weak, however, and traditional research structures were largely maintained despite reform intentions. Also, reform of higher education and inclusion of teacher education in the university system in 1977 paradoxically meant that teacher education, given its new university status, lost its research subject and avenue into research. The weak relationship between research and teacher education was thereafter repeatedly taken up in state committees until the late 1990s. Simultaneously, from the early 1990s onwards, various discourses on the importance of professionalism in teacher education emerged. Internationally, from the 1990s the separation of structures for research and teacher education also became a topic of growing concern. In Sweden, the clear discrepancy between rhetoric and practice eventually resulted in a parliamentary decision in 2000 to create a nationally valid research structure for teacher education, which was to be implemented in 2001. Umeå University was the first university in the country to establish a Faculty (Board) of Teacher Education, which enabled the introduction of new research structures and a cross-disciplinary research approach related to teacher education and teachers’ work.

The study suggests that discourses of research development (for vocational subject areas such as teacher education), and new classifications are likely to meet with resistance from a number of directions and established university hierarchies. However, it is argued that ‘discursive breaks’ can open up a questioning about the right to discourse and ‘truth’ about knowledge and research and the conditions whereby changes can be put into place. The study also suggests that men and women have different perceptions of research in teacher education; male staff tended to rely on practice-based experience, while female staff saw research as a means of expanding their knowledge base.

The prosopography indicates that social class distinguishes the field of teacher education from other university disciplines, with its generally lower social backgrounds of students and proportionately more women as staff and students. Teacher education also has generally low status within the university, which is both the cause and consequence of reduced access to research development and funding. Finally the study shows that the struggles of teacher education over knowledge and power, constitute a multilayered process involving a variety of actors at different levels. In the case of Umeå, this meant that teacher education was eventually able to claim the right to establish new and different research paradigms, for its own benefit.

Ort, förlag, år, upplaga, sidor
Umeå: Matematik, teknik och naturvetenskap, 2005
Serie
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 3
Nyckelord
Teacher education, research, interviews, discourse, power, knowledge, gender, professionalism, prosopography, pedagogiskt arbete
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:umu:diva-493 (URN)91-7305-855-6 (ISBN)
Disputation
2005-04-22, 10:15 (Engelska)
Tillgänglig från: 2005-04-06 Skapad: 2005-04-06 Senast uppdaterad: 2018-06-09Bibliografiskt granskad

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http://www.educ.umu.se/presentation/publikationer/lof/lofu_nr3-4_2003.pdf

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