Change search
ReferencesLink to record
Permanent link

Direct link
Does Teacher Education Matter?: Newly Graduated Teachers’ Evaluations of Teacher Education in Sweden
Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies. (History and Education)
2012 (English)In: Reflecting Education, ISSN 1746-9082, Vol. 8, no 2, 6-22 p.Article in journal (Refereed) Published
Abstract [en]

What do newly graduated teachers think about the value of their own teacher preparation? This study reports the findings of a national questionnaire administered to almost 10,000 student teachers in Sweden who in the 2007-08 academic year were conferred with a teacher degree. Teacher education programmes in Sweden were subject to national evaluations in 2005 and 2008. Substantial criticism was voiced against programmes and the public debate was loud. In relation to those evaluations and the following debates, the national association for deans responsible for teacher education programmes sparked an internal discussion on quality, an initiative that resulted in launching this questionnaire as a collaborative project. The questionnaire asked for the opinions of these newly graduated teachers by including questions in four areas, with each evaluating a different aspect of the teacher profession concerning how well they had been prepared for: 1) direct teaching/instruction; 2) the wider work of a teacher; 3) development work; and 4) outreach and collaboration. According to these newly graduated teachers, they appear to have been best prepared for their entry to working life when it comes to direct teaching/instruction. The other three areas have a smaller proportion of satisfied respondents. It was also found that, despite decades of reforms aimed at merging the two teacher education traditions (the academic tradition and the seminar tradition), significant differences still remain concerning how subject teachers (teachers for secondary school) and class teachers (teachers for pre- and primary school) experience and evaluate their teacher preparation. The results are analysed in relation to the general debate on learning in higher education and the more specific discussion on the value of teacher preparation. They are also discussed in relation to programme design and whether particular areas of study should mainly be located in either initial (pre-service) teacher education or programmes for professional development. ( )

Place, publisher, year, edition, pages
London, UK: Institute of Education, University of London, UK , 2012. Vol. 8, no 2, 6-22 p.
Keyword [en]
Teacher education, Newly graduated teachers, Evaluation, Sweden
Keyword [sv]
Lärarutbildning, lärarstudenter, värdering, Sverige
National Category
Educational Sciences
Research subject
history of education
URN: urn:nbn:se:umu:diva-66510OAI: diva2:607206
Available from: 2013-02-22 Created: 2013-02-22 Last updated: 2013-06-19Bibliographically approved

Open Access in DiVA

No full text

Other links

Search in DiVA

By author/editor
Åstrand, Björn
By organisation
Department of historical, philosophical and religious studies
In the same journal
Reflecting Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
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

Total: 1286 hits
ReferencesLink to record
Permanent link

Direct link