Umeå universitets logga

umu.sePublikationer
Ändra sökning
Avgränsa sökresultatet
1 - 2 av 2
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Ahrenby, Hanna
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    "It will take time": visual arts teachers’ professional freedom in policy enactment2023Ingår i: Arts education policy review, ISSN 1063-2913, E-ISSN 1940-4395Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The paper aims to add to what is known about how contextual prerequisites and governance systems affect art teachers’ professional freedom, a topic of global significance. Previous research shows that Visual Arts education has not been aligned with current syllabi. This discrepancy is partly explained by ‘a lag’ in the teachers’ subject conceptions given that visual arts teachers traditionally enjoy considerable professional freedom while designing their teaching. That is only one explanation; in contrast, this article, set in the Swedish educational context, enhances understanding of policy enactment in the visual art subject, with relevance for global educational policies. To understand how contextual conditions and patterns of governance determine the level of teacher autonomy, in-depth semi-structured interviews with ten art teachers in the Swedish 9-year compulsory school were conducted over 10 months in 2022, coinciding with the implementation of a new curriculum. In addition, staff from the National Agency for Education (NAfE) were interviewed, and NAfE materials were analyzed. Employing policy enactment theory, the analysis shows that contextual factors significantly influence the prerequisites of policy enactment. Further, the goals- and results-based management of schools challenges art teachers’ professional freedom as teachers adapt to the principles of governmentality. This, in turn, makes enacting new art policy challenging and time-consuming.

    Ladda ner fulltext (pdf)
    fulltext
  • 2.
    Erixon, Per-Olof Arne
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Wikberg, Stina
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Early academic drift in teacher education in esthetic school subjects from the 1940s to 1970s: a Swedish case2023Ingår i: Arts education policy review, ISSN 1063-2913, E-ISSN 1940-4395Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
1 - 2 av 2
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf