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Teacher Education and Research: a Swedish perspective in an international context Inger Erixon Arreman, Umeå University, Sweden Per-Olof Erixon, Umeå University,

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Presentation on theme: "Teacher Education and Research: a Swedish perspective in an international context Inger Erixon Arreman, Umeå University, Sweden Per-Olof Erixon, Umeå University,"— Presentation transcript:

1 Teacher Education and Research: a Swedish perspective in an international context Inger Erixon Arreman, Umeå University, Sweden Per-Olof Erixon, Umeå University, Sweden

2 2 ‘Professionalism’ & ’professional development’ to reflect and theorize on practice 2003 extension of Bologna agreement, 45 countries Different research strategies i) teacher education a research-based field (Finland, Sweden, Portugal) ii) raised professionalism of teacher educators, government led measures, ‘evidence-based’ or ‘brute data’ research (UK) iii) promotion of democratic values, equity & multiculturalism (Austria, Spain) iv) variety; policy studies, lifelong learning, learning processes, use of ICT etc (Norway, Netherlands, US)

3 3 Different political patterns Neo-liberal, government-led, evidence based research policies: - control - de-professionalisation Social-democratic, ‘universification’ & establishment of stronger research base: - influence teacher education - support school practices

4 4 ’Seminar’/normal school vs Academic teacher education tradition ’Seminar tradition’ Elementary and intermediate school teachers ( year olds) ’Practical subject’ teachers (art, home-economics, music, physical education, crafts) Preschool teachers Teacher Training College (50s- 1977) Weak research-base & weak links to research Academic tradition Subject teachers (13-19 year olds) Teacher Training College (50s- 1977) Research-based through academic disciplines

5 5 Swedish postwar educational research Policy making & reforms: psychologically orientated & instrumental to enhance teaching and learning (60s-70s) Social & critical perspectives (70s) Historical studies with gender & social perspectives (80s) Variety: eg. ‘Phenomenography’, ‘Didaktik’, Teachers’ work, ‘Teacher thinking (80s-90s) Educational restructuring, socio-cultural influences, ‘professionalisation’ (90s-2000s)

6 6 University reforms and teacher education (TE) National reforms 1950s-60s. Teacher education colleges University/higher education reform; journalism, social work, nursing. Formal inclusion of TE 1980s-1990s. Academisation of ’seminar’ TE tradition University reform. New research areas (engineering, media, IT, project management & design) National TE reform research & undergraduate studies (from 2001). Discipline Educational Work established Local reforms, Umeå 1990s. Research board in TE; raise of academic level in TE, funding of PhD training of teacher educators, mainly in the discipline of Education 2000: Faculty Board of Teacher Education New research discipline, Educational Work End of 2007, about 30 doctoral theses and licentiates presented

7 7 Umeå Faculty Board of Teacher Education (2000-) Aims: Profound university integration of teacher education Raised academic quality of teacher education Profession-based postgraduate program: opportunities for teachers to graduate on basis of teacher education & teacher profession

8 8 Current teacher education research structures, Umeå Faculty Board of Teacher Education (2000) Research in 3 areas Educational Work for teachers & teacher educators Pedagogik (Discipline of Education) Other academic disciplines: ’subject didactic research’

9 9 Regional, national and international co-operation Regional:  Regional Development Centre (Cooperation municipalities in northern region + Umeå university, TE). National:  Teacher Educators´ Convent. T o facilitate the development and argue for regular and expanding state faculty funding in the teacher education field International:  Initiation and coordination of EU-financed Thematic Network for Teacher Education in Europe (TNTEE, ). To develop research and PhD programs in TE.  2 EU-funded projects: European Doctorate in Learning and Teacher Education (EDIL) & European Doctorate Programme in Teaching and Teacher Education (EUDORA).

10 10 National Postgraduate School in Educational Work, History: TE no access to postgraduate studies before year 2000 Go back to discipline or Education In both cases: complementary courses

11 11 National Postgraduate School in Educational Work In Sweden as well as internationally a strong connection between the discipline Education and Teacher Education.  “Foundation courses”  The ghost of Herbart has lingered Has brought about two fallacies:  On the one hand the unhappy dichotomy between theory and practice and  On the other hand the lack of understanding of the differences between academic discipline and the school subject, i.e. neglect of the links between knowledge production, development and transmission of the school subject.

12 12 National Postgraduate School in Educational Work Two different structures or tracks Connected to academic disciplines; History, Chemistry etc. and undergraduate studies. Normally, 3 or 4 terms full time study Related to a professional program, related to undergraduate studies, i.e. medicine, engineering etc.  More of a continuation of an undergraduate program and in that sense looser connected to a specific discipline.  Cross disciplinary

13 13 National Postgraduate School in Educational Work In 2001 the Government established 16 national graduate schools in Sweden intention to stimulate recruitment to postgraduate studies develop postgraduate programmes improve cooperation between different subjects and various Universities and University colleges. to enhance the links between undergraduate programmes and research at higher education institutions that did not have their own postgraduate programmes.

14 14 National Postgraduate School in Educational Work Each national graduate school has a ‘host university’ and a number of partner universities/university colleges. Two of these 16 graduate schools directed towards TE: In that respect it represents one of three (beside Education/Pedagogy and subject didactics) research fields within the field of Teacher Education. The National Graduate School in Educational Work (Umeå University) The National Graduate School in Technical and Scientific Didactics (Linköpings University) At Umeå university also: The National Graduate School in Gender Studies.

15 15 National Postgraduate School in Educational Work Formal requirements and conditions : Teacher Education exam, not shorter than three years. Will be changed from autumn 2007 due to the Bologna process. Two years of practical experience from the educational field You are employed (social security etc)– four years full time or five years 80 percent of full time, plus teaching at department or in school. Monthly salary; approximately 60 percent of a senior lecturer applicants per employment You write a thesis; either a monograph of approximately 200 p. or a collection of 4-5 articles (published and unpublished) with a “kappa” (coat). In Swedish with an English summary or in English or German and French. Public presentation with an opponent and an examination board (three) 8 students have presented their thesis

16 16 National Postgraduate School in Educational Work Structure and organisation The faculty of TE at Umeå University hosts the national postgraduate school in Educational Work (NaPa). Formally attached to the Faculty of Teacher Education at Umeå university Embraces eight universities and university colleges Steering committee consists of representatives from all participating universities/university colleges, schools as well as doctoral students. Umeå University is the host University. 25 doctoral students Network of approximately. 40 supervisors who regularly meet once or twice a year. Each student has two supervisors Week-long seminars in Sweden and abroad: Athen, Malta, Ljubliana and Edinburgh.


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