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Erixon, P.-O. (2023). Att vara eller icke vara: lärarutbildningen och humanistiska fakulteten (2ed.). In: Alf Arvidsson; Lars-Erik Edlund; Elena Lindholm; Per Melander; Christer Nordlund (Ed.), Humaniora: om humanistiska fakulteten vid Umeå universitet (pp. 105-113). Umeå: Umeå University
Öppna denna publikation i ny flik eller fönster >>Att vara eller icke vara: lärarutbildningen och humanistiska fakulteten
2023 (Svenska)Ingår i: Humaniora: om humanistiska fakulteten vid Umeå universitet / [ed] Alf Arvidsson; Lars-Erik Edlund; Elena Lindholm; Per Melander; Christer Nordlund, Umeå: Umeå University, 2023, 2, s. 105-113Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
Ort, förlag, år, upplaga, sidor
Umeå: Umeå University, 2023 Upplaga: 2
Nationell ämneskategori
Pedagogik Övrig annan humaniora
Identifikatorer
urn:nbn:se:umu:diva-217227 (URN)9789178559640 (ISBN)9789178559657 (ISBN)
Tillgänglig från: 2023-11-27 Skapad: 2023-11-27 Senast uppdaterad: 2023-11-27Bibliografiskt granskad
Erixon, P.-O., Jeansson, Å., Westerlund, S. & Wikberg, S. (2023). Diversification and division: 'academic drift' in Swedish teacher education in the aesthetic school subjects in a new higher education structure. Education Inquiry
Öppna denna publikation i ny flik eller fönster >>Diversification and division: 'academic drift' in Swedish teacher education in the aesthetic school subjects in a new higher education structure
2023 (Engelska)Ingår i: Education Inquiry, E-ISSN 2000-4508Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

This study deals with the academisation or “academic drift” of teacher education in the aesthetic subjects in Sweden from the 1970s to the millennium shift. After long preparations that already began after the Second World War, TE, along with other vocational education, was integrated into the Swedish university system as part of the expansion of the higher education sector in 1977 (H77). The study’s aims were to describe and analyse how the conditions for teacher education in practical/aesthetic subjects changed in the new and diversified higher education sector. For the study, we drew on Official Reports of the Swedish Government (SOU), a type of authoritative policy text intended to influence an activity, but which govern less formally than “governing policy texts” like bills that are legislative in nature. Our study reveals that a division was made between the old, prestigious and discipline-based universities and the newcomers in terms of vocationally-based education. The entire teacher education ended up on the periphery of the new higher education sector. We establish that the absence of own academic structures and thereby power within the higher education structures has harmed the independent development of teacher education in the aesthetic subjects as part of the enlarged higher education sector in the process of them moving from school subjects to university-like disciplines.

Ort, förlag, år, upplaga, sidor
Routledge, 2023
Nyckelord
diversification, higher education structures, practical/aesthetic subjects, Teacher education, ‘academic drift’
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-209297 (URN)10.1080/20004508.2023.2213473 (DOI)000987563000001 ()2-s2.0-85159461720 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2023-06-08 Skapad: 2023-06-08 Senast uppdaterad: 2023-06-08
Erixon, P.-O. A. & Wikberg, S. (2023). Early academic drift in teacher education in esthetic school subjects from the 1940s to 1970s: a Swedish case. Arts education policy review
Öppna denna publikation i ny flik eller fönster >>Early academic drift in teacher education in esthetic school subjects from the 1940s to 1970s: a Swedish case
2023 (Engelska)Ingår i: Arts education policy review, ISSN 1063-2913, E-ISSN 1940-4395Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

The “academic drift” of professional education is an international phenomenon typically associated with the 1960s and 1970s and reflects an approach to problem-solving whereby science is regarded as the single-most important element while solving practical problems. Specifically, we focus on how esthetic school subjects from our media ecology perspective are challenged when some mediations, both theory- and script-based, are rewarded at the expense of action-based knowledge forms. In the study, we consider Official Reports of the Swedish Government (SOU), a type of authoritative policy text intended to influence an activity, but which govern less formally than “governing policy texts”, such as bills, which are legislative in nature. Our study shows that scientifically based content obtained greater space in various Techer Education programmes, while at the same time practical issues were theorized and given greater prominence. We conclude that the mentioned reforms have challenged the subject paradigm, and future subject ecology, involving changed recruitment patterns of teacher educators and shorter preparation studies for teacher students in the practical/esthetic subjects but also opportunities to develop new content and new methods.

Ort, förlag, år, upplaga, sidor
Routledge, 2023
Nyckelord
Academisation, knowledge forms, media ecology, “academic drift” vocationalisation
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-211814 (URN)10.1080/10632913.2023.2225789 (DOI)2-s2.0-85162624370 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2023-07-11 Skapad: 2023-07-11 Senast uppdaterad: 2023-07-11
Erixon, P.-O. & Hansson, K. (2023). Teachers’ personal epistemologies and professional development. Journal of Further and Higher Education, 47(3), 311-323
Öppna denna publikation i ny flik eller fönster >>Teachers’ personal epistemologies and professional development
2023 (Engelska)Ingår i: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 47, nr 3, s. 311-323Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article deals with the personal epistemologies developed by teachers who undergo academic continuing education on an advanced level at a time when conflicting discourses form the basis of teaching in today’s school, i.e. academisation on one hand and measurability and accountability in the name of New Public Management on the other. To give the interviewed teachers in this study an opportunity to clarify and become more aware of their epistemologies and to assist in getting started, we initially presented concepts developed in an academic discourse: Hofer’s account of different, interrelated dimensions of ‘personal epistemologies’, clustered in two areas: the nature of knowledge, and the nature or process of knowing. As a result, we interpret the students’ epistemological beliefs through a professional perspective, i.e. as justification of the profession’s academisation. In their unhesitating confident trust in practitioners’ knowledge, as mainly acquired from experience in the field, they express a vocational habitus. One may thus assume that practitioners possess proven experiences, i.e. experience-based knowledge that they have acquired and that should be recognised and added to the knowledge base of the field in an academic and vertical discourse.

Ort, förlag, år, upplaga, sidor
Routledge, 2023
Nyckelord
everyday professional and academic discourse, Personal epistemologies, schoolteacher, Sweden, vertical and horizontal discourse
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:umu:diva-199907 (URN)10.1080/0309877X.2022.2124366 (DOI)000854511700001 ()2-s2.0-85138282226 (Scopus ID)
Tillgänglig från: 2022-10-04 Skapad: 2022-10-04 Senast uppdaterad: 2023-07-14Bibliografiskt granskad
Löfgren, M. & Erixon, P.-O. (2022). Literature—a high risk implementation route to literacy?. L1-Educational Studies in Language and Literature, 22(1)
Öppna denna publikation i ny flik eller fönster >>Literature—a high risk implementation route to literacy?
2022 (Engelska)Ingår i: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 22, nr 1Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article is about the implementation of a literary module in a large scale Swedish professional development programme for teachers called the Reading Lift, which was introduced in 2014 in response to alarming PISA results. While the government-assigned preparatory work stressed the importance of literature and literary didactic methods, this area was reduced significantly in the hands of the National Agency for Education. For upper secondary school, the Agency did not initially plan for any literary content. This article examines what happened when L1 teachers demanded a literary module. Specifically, we study how the module was implemented and how literature is viewed. The study is based on interviews with researchers who contributed with content on behalf of the Agency and qualitative content analysis of the literature module. Results show that the module represents a focus on knowledge and art, unlike the instrumental and skills focused perspectives on literature for compulsory school, explored in an earlier study. One explanation for this, is that the influence of street-level agency bureaucrats was reduced due to various circumstances. The result was to the benefit of literary education but at the same time a high-risk route for the Agency’s requirements for measurability

Ort, förlag, år, upplaga, sidor
International Association for Research in L1 Education (ARLE), 2022
Nyckelord
Global assessments, Implementation, L1, Literacy, Teaching literature
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:umu:diva-196478 (URN)10.21248/l1esll.2022.22.1.409 (DOI)000810424500001 ()2-s2.0-85131087532 (Scopus ID)
Tillgänglig från: 2022-06-16 Skapad: 2022-06-16 Senast uppdaterad: 2023-09-05Bibliografiskt granskad
Hansson, K. & Erixon, P.-O. (2021). Akademisering: lärares dilemman och strategier. In: Ulrika Bergmark & Kristina Hansson (Ed.), Skola på vetenskaplig grund i praktiken: Akademisering av lärares arbete (pp. 87-108). Lund: Studentlitteratur AB
Öppna denna publikation i ny flik eller fönster >>Akademisering: lärares dilemman och strategier
2021 (Svenska)Ingår i: Skola på vetenskaplig grund i praktiken: Akademisering av lärares arbete / [ed] Ulrika Bergmark & Kristina Hansson, Lund: Studentlitteratur AB, 2021, s. 87-108Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [sv]

Vårt kapitel utgår från en studie av lärare som genomgått magisterutbildningen ”Forskning och utveckling i skolan” vid Umeå universitet. Studien ska förstås mot bakgrund av skollagens krav på akademisering av skolans praktik. Våra resultat visar att lärare som genomgår en akademisk vidareutbildning inte bara möter uppmuntran och stöd från skolledning och kollegor för sina akademiska strävanden, utan också misstro och spänningar. Några försöker undvika konflikter, andra känner skuld; för vissa är utbildningen steg i ett individuellt projekt, för andra något med vars hjälp man kan lyfta den egna skolan.

Ort, förlag, år, upplaga, sidor
Lund: Studentlitteratur AB, 2021
Nyckelord
akademisering, systemiska motsättningar, aktivitetsteori, skola på vetenskaplig grund
Nationell ämneskategori
Samhällsvetenskap
Forskningsämne
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-182634 (URN)978-91-44-13898-5 (ISBN)
Tillgänglig från: 2021-04-27 Skapad: 2021-04-27 Senast uppdaterad: 2021-07-28Bibliografiskt granskad
Bergmark, U. & Erixon, P.-O. (2021). Relationen mellan vetenskaplig kunskap och praktisk lärarkunskap. In: Ulrika Bergmark & Kristina Hansson (Ed.), Skola på vetenskaplig grund i praktiken: Akademisering av lärares arbete (pp. 109-127). Lund: Studentlitteratur AB
Öppna denna publikation i ny flik eller fönster >>Relationen mellan vetenskaplig kunskap och praktisk lärarkunskap
2021 (Svenska)Ingår i: Skola på vetenskaplig grund i praktiken: Akademisering av lärares arbete / [ed] Ulrika Bergmark & Kristina Hansson, Lund: Studentlitteratur AB, 2021, s. 109-127Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [sv]

I det här kapitlet presenterar vi analyser av akademiska texter som lärare skriver inom ramen för sin magisterutbildning. Vi fäster särskild uppmärksamhet vid hur lärare i sitt akademiska skrivande förhåller sig till egna förvärvade och beprövade kunskaper å ena sidan och vetenskaplig och teoretisk kunskap å den andra.

Ort, förlag, år, upplaga, sidor
Lund: Studentlitteratur AB, 2021
Nyckelord
akademiskt skrivande, akademisk diskurs, professionell diskurs
Nationell ämneskategori
Humaniora och konst
Forskningsämne
pedagogiskt arbete; pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-182635 (URN)978-91-44-13898-5 (ISBN)
Tillgänglig från: 2021-04-27 Skapad: 2021-04-27 Senast uppdaterad: 2021-07-28Bibliografiskt granskad
Wikberg, S., Westerlund, S., Jeansson, Å. & Erixon, P.-O. (2021). The Ecology of the Aesthetics: the academisation and digitalisation, or'amateurisation' of the Swedish school subjects Art and Sloyd?. In: ECER Programme: . Paper presented at ECER Education and Society: expectations, prescriptions, reconciliations, online via Genève, Schweiz, September 6-10, 2021.
Öppna denna publikation i ny flik eller fönster >>The Ecology of the Aesthetics: the academisation and digitalisation, or'amateurisation' of the Swedish school subjects Art and Sloyd?
2021 (Engelska)Ingår i: ECER Programme, 2021Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

While Swedish schools and teacher education under global influence adapt course content and teaching to what is measurable in internationalknowledge tests, other processes are proceeding, partly in the opposite direction. This project intends to address two of these oppositeprocesses: the academicization and the digitization of school and teacher education, and in particular their impact on the school subjects Art andSloyd.

The academisation of teacher education has created a broader research connection and a stronger scientific basis for school, supported by theSwedish School Act (Erixon Arreman 2008; SFS 2010: 800). This has led to a strengthening of text-based knowledge in both Art and Sloyd,subjects previously primarily based on action and experience-based knowledge (Borg 2007; Lindgren 2008; Carlgren 2015), in which the abilityto process, investigate and form material develops over time. Also, and unlike most other school subjects, Art and Sloyd are not connected to anacademic discipline. Therefore, the scientific basis for them is not clearly defined, and therefore more vulnerable to external pressure.

When more and more of the content of school subjects in the academisation process is mediated by written text, or when screen and keyboardreplace paper and pen, school subjects like Art and Sloyd change more than school subjects already strongly mediated by text. From aneducational ecological perspective (Bateson 1972; Goodlad 1997), the situation can be described as disrupting the ecological balance in thesubjects.

Theoretically, the project is based on an ecological perspective on education (Bateson 1972; Goodlad 1997). We consider the Aesthetic subjectsArt and Sloyd as living ecologies in interaction with surrounding parts of an extensive education system. The ecology, or ecosystem, consists ofinstitutions with special functions, rules, activities, goals, and people with different roles. An ecological way of understanding change considersthe procedural process and the fact that parts of the system always interact and affect the system as a whole in ways that may not initially beobvious. Overall, the concept of boundary crossing (Akkerman & Bakker 2011) is used to analyze how transfers of epistemologies andknowledge, under the influence of academia and digitalisation, occur across boundaries in educational ecology and the consequences it has (cf.Svenkerud et al, 2018). Furthermore, the project is based on media ecology as a way of understanding the impact of digital technologies ineducational contexts (Erixon 2015). New technology not only add something, but change the entire environments (Postman 1970); reshapesthinking and perception as well as what roles and actions are possible. At the same time, new and old technologies interact like different speciesin the ecosystem and compete for space. Changes in the ecosystem, evolution, occur not as one might think gradually, but in more unexpected,punctuated equilibrium, which violently displace the balance, in analogy with Kuhn's paradigm shift (Eldredge & Gould 1972; Erixon 2015).

In summary, the purpose of the project is to study how academicization and digitization of education create new conditions for the schoolsubjects Art and Sloyd, in compulsory school and teacher education. The aim is broken down in the following research questions:

1. What characterizes the processes of change in academia and digitization in the subjects Art and Sloyd?

2. What consequences will the academicization and digitalisation have for the subject content in Art and Sloyd?

3. What possible teacher positions are created by the academicization and digitization of Art and Sloyd?

4. What space is there for aesthetic and practical forms of knowledge in today's educational ecology?

Methodology or Methods/ Research Instruments or Sources Used: Neither quantitative nor qualitative data per se is sufficient to capture the complexity of the problem area. Therefore, several methods will beused, in a mixed methods sequential explanatory design (Ivankova, Creswell & Stick 2006). The study is based on three sub-studies: In the firstsub study (1), a document study, the background of the academicization and digitization of the Swedish education system (from compulsoryschool to teacher education) is mapped and analyzed, with a focus on significance for the subject’s Art and Sloyd. The method is criticaldiscourse analysis (CDA) (Fairclough 2010) and the material consists of policy documents and debate articles from teachers' union journals anddaily press. The second sub study (2) a survey study, aims to map the Art and Sloyd teachers' perceptions of what characterizes the changeprocesses academicization and digitization of the respective school subject, as well as the consequences the change processes have for thesubject content in Art and Sloyd. Quantitative data is then collected and analyzed to identify relationships and provide a general understanding ofthe research problem. The results are then used to design a qualitative case study, which can explain, develop and deepen the quantitativeresults. A case study involves an exploration of a system or one (or more) case over time, through a detailed, deep data collection using multiplesources of information, rich in context (Merriam 1998). The third sub-study (3) is an in-depth multidisciplinary study based on interviews (rhetoric)and observations (practice). Semi-structured interviews are conducted with 15 teachers from each school subject. The intention is to gather in-depth descriptions of the impact of academia and digitalisation on teaching and content in each subject.

Conclusions, Expected Outcomes or Findings: Our research issues are for instance derived from our own experiences as University teachers and lessons learned from two previously fundedprojects by the Swedish Research Council. The first concerned digitalization, School subject paradigm and teaching practice in screen culture(2010-2013), studying how school the subjects Art, Music and Swedish L1 change when digital media have a great influence (Erixon 2015). Thesecond project concerned academicization, the Struggle for the Text (2012–2016), and was about the requirement for academisation andacademic writing in relation to other and more practical parts of teacher education (Erixon & Josephson 2017). Also, in previous studies, participants in the research group have been concerned with digitalisation, showing that teachers in Art and Sloydrespectively to varying extent make use of digital tools in their teaching, and that resistance to digital tools is a common attitude among many ofthe teachers (Jeansson 2017; Wikberg 2017) as well as the students (Westerlund 2015). Ongoing pilot studies show that Sloyd teachereducators perceive digital tools and materials as a completely new area to acquire. Also, when it comes to academisation and a school on scientific basis, the spoken and written language tend to take oven and teachers who wish to develop other mediations are discouraged bystructures (Westerlund 2019). It is clear that development is taking place in different places and appears to be divisive, which shows therelevance of taking a comprehensive approach to the change processes that affect the school subjects' Art and Sloyd in different, and sometimescontradictory, ways.The project provides general knowledge about how teacher education’s transformations and changes in policy documents change the conditionsfor knowledge development in different subjects in different ways. 

References: Akkerman, Sanne F., & Bakker, Arthur. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research,81(2), 132–169. Bateson, Gregory. (2000/1972). Steps to an Ecology of Mind. Chicago: University of Chicago Björck, Catrine (2014). ”Klicka där!” En studie om bildundervisning med datorer. Stockholm: Stockholms universitet. Borg, Kajsa (2007). Akademisering. En väg till ökad professionalism i läraryrket? Pedagogisk forskning i Sverige, 12(3), 211–225. Carlgren, Ingrid (2015). Kunskapskulturer och undervisningspraktiker. Göteborg: Daidalos. Cuban. Eldredge, Niles J. & Gould, Stephen J. (1972). Punctuated equilibria: An alternative to phyletic gradualism. I: Thomas J. M.Schopf. (red.). Models in paleobiology (s. 82–115). San Francisco: Freeman Cooper. Erixon Arreman, Inger (2008). The Process of Finding a Shape: stabilising new research structures in Swedish teachereducation, 2000-2007. European Educational Research Journal, 7(2), 157–175. Erixon, Per-Olof (2015). Punctuated equilibrium – Digital Technology in Schools ́ Teaching of the Mother Tongue. ScandinavianJournal of Educational Research, 60(3), 337–358. Erixon, Per-Olof & Josephson, Olle (red.) (2017). Kampen om texten. Examensarbetet i lärarutbildningen. Lund: Studentlitteratur. Fairclough, Norman (2010). Critical Discourse Analysis. Harlow: Longman. Goodlad, John I. (1997). In Praise of Education. New York: Teachers College Press. Gouseti, Ivankova, Nalaliya, Creswell, John W. & Stick, Sheldon L. (2006). Using Mixed-Methods Sequential Explanatory Design: FromTheory to Practice. Field Methods, 18(1), 3–20. Jeansson, Åsa (2017). Vad, hur och varför i slöjdämnet. Textillärares uppfattningar om innehåll och undervisning i relation tillkursplanen. Umeå: Umeå universitet. Lindgren, Bengt (2008). Forskningsfältet bilddidaktik. Rapport från Institutionen för pedagogik och didaktik, Göteborgsuniversitet. Merriam, Sharan B. (1998). Qualitative research and case study applications in education: Revised and expanded from casestudy research in education. San Fransisco: Jossey-Bass. Neave, Guy (1979). Academic drift: Some views from Europe. Studiesin Higher Education, 4(2), 143–159. SFS 2010:800. Swedish School Acto [Skollag] 1 kap. 5 §. Svenkerud, Sigryn., Ballangrud, Brit., Madsen, Janne. & Strande, Anne Lise. (2018). Ecology and Boundaries: Methaphors inSustainable Education. Paper presentation at symposium, ECER 2018: Inclusion and Exclusion, Resources for EducationalResearch?, Bolzano Westerlund, Stina (2015). Lust och olust – elevers erfarenheter i textilslöjd. Umeå: Umeå universitet. Westerlund, Stina (2019). Career Teachers in Sloyd – Assignment, Contradictions and Dilemmas. Wikberg, Stina (2017). Visual Art Education in Primary School: Between Pottering, Paraphrases and Digital Media. Paperpresented at E17 – Nordic Research Conference on Aesthetic subjects, Umeå 31 okt – 2 nov 2017.

Nyckelord
academisation, digitalisation, Arts education, educational ecology
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-187859 (URN)
Konferens
ECER Education and Society: expectations, prescriptions, reconciliations, online via Genève, Schweiz, September 6-10, 2021
Forskningsfinansiär
Vetenskapsrådet
Anmärkning

Session Information: 29 SES 05 A, Digitalization and Covid in Transforming Education

Tillgänglig från: 2021-09-22 Skapad: 2021-09-22 Senast uppdaterad: 2023-03-22Bibliografiskt granskad
Erixon, P.-O., Martín Bylund, A. & Cromdal, J. (Eds.). (2021). Ämnet som blev: rapporter från den fjärde nationella konferensen i pedagogiskt arbete : Umeå universitet, 19-20 augusti 2019. Paper presented at Den fjärde nationella konferensen i pedagogiskt arbete, Umeå universitet, 19-20 augusti 2019. Umeå: Institutionen för estetiska ämnen, Umeå universitet
Öppna denna publikation i ny flik eller fönster >>Ämnet som blev: rapporter från den fjärde nationella konferensen i pedagogiskt arbete : Umeå universitet, 19-20 augusti 2019
2021 (Svenska)Proceedings (redaktörskap) (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Umeå: Institutionen för estetiska ämnen, Umeå universitet, 2021. s. 152
Serie
Tilde skriftserie ; 3
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-193130 (URN)9789178556038 (ISBN)9789178556045 (ISBN)
Konferens
Den fjärde nationella konferensen i pedagogiskt arbete, Umeå universitet, 19-20 augusti 2019
Tillgänglig från: 2022-03-16 Skapad: 2022-03-16 Senast uppdaterad: 2022-06-23Bibliografiskt granskad
Hansson, K. & Erixon, P.-O. (2020). Academisation and teachers' dilemmas. European Educational Research Journal, 19(4), 289-309
Öppna denna publikation i ny flik eller fönster >>Academisation and teachers' dilemmas
2020 (Engelska)Ingår i: European Educational Research Journal, E-ISSN 1474-9041, Vol. 19, nr 4, s. 289-309Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In 2010, the Swedish Education Act introduced new provisions stating that education at all levels should 'rest on scientific grounds and proven experience'. These requirements led to greater policy activities at the state level and enhanced the cooperation emerging between the municipality and higher education as well as between teachers and researchers at both the middle and micro levels. This study was conducted in a Swedish municipality that adopted a local strategy to meet the Education Act's scientific requirements for teaching. As part of this strategy, together with a university the municipality designed a postgraduate programme, corresponding to a one-year master's level under the Bologna Agreement, made up of four years of part-time studies and with a focus on practical research and school development. This article examines how a sample of 15 teachers participating in this postgraduate programme, and their school leaders, perceive this policy (namely, education being based on scientific grounds) within the development of the teaching profession's practice and which dilemmas they face while trying to interpret and handle the Education Act's provisions in their schools. Our overall theoretical perspectives are those of policy enactment, academic drift and activity theory. The results indicate that the teachers' participation in the postgraduate course has caused tension among their colleagues. Moreover, the teachers expressed a feeling of being 'isolated cogs' in an organisation and lacking supporting structures. For some, their participation is a step in a more individualised project that contributes primarily to their own professional development; for others, it is more of a collective project with which one can 'lift' one's school and colleagues.

Ort, förlag, år, upplaga, sidor
Sage Publications, 2020
Nyckelord
Academic drift, activity theory, scientific school, dilemma, PIUF
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-163165 (URN)10.1177/1474904119872935 (DOI)000539070000002 ()2-s2.0-85073774469 (Scopus ID)
Anmärkning

Article first published online: September 4, 2019

Tillgänglig från: 2019-09-09 Skapad: 2019-09-09 Senast uppdaterad: 2023-03-28Bibliografiskt granskad
Projekt
Skolämnesparadigm och undervisningspraktik i skärmkulturen - bild, musik och svenska under påverkan [2009-06138_VR]; Umeå universitetKampen om texten - om lärarstudenters möten och förhandlingar med olika akademiska skrivtraditioner på vägen mot en godkänd uppsats [2011-04752_VR]; Umeå universitet
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-8444-4132

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