Democracy and Emancipation in Teacher Education: A Summative Content Analysis of Teacher Educators' Democratic Assignment Expressed in Policies for Teacher Education in Sweden and Ireland between 2000-2010

Autor/inn/en	Edling, Silvia; Mooney Simmie, Geraldine
Titel	Democracy and Emancipation in Teacher Education: A Summative Content Analysis of Teacher Educators' Democratic Assignment Expressed in Policies for Teacher Education in Sweden and Ireland between 2000-2010
Quelle	In: Citizenship, Social and Economics Education, 17 (2018) 1, S.20-34 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8047
DOI	10.1177/2047173417743760
Schlagwörter	Foreign Countries; Teacher Education Programs; Democracy; Documentation; Educational Policy; Content Analysis; Cross Cultural Studies; Cultural Differences; Context Effect; Hypothesis Testing; Freedom; Theories; Critical Theory; Moral Values; Political Issues; Statistical Analysis; Democratic Values; Social Justice; Equal Education; Sweden; Ireland + Suchen Sie Ihr Suchwort? Ausland; Demokratie; Dokumentation; Politics of education; Bildungspolitik; Inhaltsanalyse; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Hypothesenprüfung; Hypothesentest; Freiheit; Theory; Theorie; Kritische Theorie; Moral value; Ethischer Wert; Politischer Faktor; Statistische Analyse; Soziale Gerechtigkeit; Schweden; Irland
Abstract	How questions concerning democracy and emancipation thread through teacher education is currently under theorized and there is a paucity of cross-national studies examining the problem. In this study, we draw from a number of theoretical frameworks for their discursive positioning of democracy and emancipation in teacher education and what we are calling teacher educators' democratic assignment. The framework allowed us to identify key words which we then used for a limited content analysis of policy documents in two European countries, Sweden and the Republic of Ireland, in two separate timelines 2000/2002 and 2010/2012. Our findings indicate that despite significant cultural and contextual differences between the two education systems, key words linked to democracy and emancipation have significantly decreased in policy documentation in both countries in this timeline. This prompts our hypothesis that a paradigm shift has occurred in the discursive positioning of teacher educators' democratic assignment. The findings suggest the need for a deeper discourse analysis of the four documents as the next phase in the research design. The findings while tentative have implications, well beyond two nation states, for contemporary issues in teacher education and society that require collective consciousness and action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01