The Swedish Primary Teacher Education Programme: At the Crossroads between Two Education Programme Traditions

Autor/in	Sjöberg, Lena
Titel	The Swedish Primary Teacher Education Programme: At the Crossroads between Two Education Programme Traditions
Quelle	In: Education Inquiry, 10 (2019) 2, S.116-133 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sjöberg, Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2018.1492845
Schlagwörter	Foreign Countries; Teacher Education Programs; Educational Change; Elementary Education; Primary Education; Intermediate Grades; Teacher Competencies; Teaching Methods; Specialization; Educational History; Evaluation Methods; Sweden + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Elementarunterricht; Primarbereich; Mittelstufe; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Arbeitsteilige Spezialisierung; History of education; Bildungsgeschichte; Schweden
Abstract	In 2011, new teacher education programmes were introduced in Sweden. This policy case study examines the outcome of the reform, focusing on the pedagogic discourses in the examination practise of the primary teacher education programme, but also on the possible effects of dividing teacher education for primary teachers into two specialisations: for teachers of grades F-3 and 4-6. The point of departure is that the Swedish, and Nordic, teacher education programmes have been shaped by two traditions: the seminar tradition and the academic tradition. The study is based on Bernstein's theories of pedagogic discourses and how these affect teachers' professional knowledge base and professional identities. The results show that the primary teacher education above all prepares student teachers for everyday classroom life, but also that the examination practice and the pedagogic discourses differ to some extent between the two specialisations and that the primary teacher education (PTE) students who choose to specialise in grades 4-6 now encounter pedagogic discourses that more resemble an academic tradition than what is encountered by students who choose to specialise in F-3. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01