| 1771. |
- Kitooke, Amoni
(author)
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Professional Knowledge Domains in Community-oriented Teacher Education: A literature review
- 2023
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In: SRHE Annual Research Conference 2023. - Birmingham, UK.
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Conference paper (other academic/artistic)abstract
- Initial teacher education through higher education courses and school-based practicums has been criticised for being decontextualised and insufficiently preparing teacher candidates to address the complexity and needs of the classroom, school, and local communities. An alternative, practice-intensive initial ‘teacher training’ uncritically offers a curriculum-scripted approach aimed at increasing standardised test scores but attends much less if at all to students’ experiences and community needs. An emerging third approach, community-oriented teacher education (CoTE), combines learning in higher education, school-based practicums, as well as experiential learning and civic participation in community life. An unresolved question remains: what kinds of professional knowledge do CoTE practices and activities develop among teacher candidates? This literature review analyses the process phases of CoTE activities in 12 contexts and identifies that CoTE develops teacher candidates’ theoretical, technical, practical, and critical-emancipatory knowledge.
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| 1772. |
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| 1773. |
- Kizildag, Ayse
(author)
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Mentorship in Initial Teacher Training
- 2010
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Conference paper (peer-reviewed)abstract
- Mentors who can be described as advisers were common in teacher education in the USA in 1980s (Ganser as cited in Lindgren, 2005). They mostly worked with supporting beginning teachers to support during their transition from university to the profession. Mentorship has been reported to be beneficial to the novice teacher in finding identity and roles in the profession by relating practice to theory. It has also been said to contribute to the teachers staying in the profession longer. In the literature, theory and practice relationships in teacher education are contextualized within either practicum or mentorship. The latter, which is the main theme of this study, is reported to have limited literature in Sweden (Lategan, 2002). It is also suggested that mentorship programs have been developed in a different way in different Swedish universities. For example, at the University of Boras, mentorship means an activity related to learning to teach that involves a mentor and a group of mentees (Kihlstorm et. al., 2007). This is a strong point of group mentoring where novices approach the issues in a more varied way with various interpretations of the situations. Mentors meet with student-teachers in the semesters when these students do not extensive teaching in practice schools (Eriksson, 2009). They also work closely with the school teacher but they do not assess their performance. As one of the teacher educator commented, ‘students feel more at ease raising even the most ridiculous issues about teaching during meetings’ (Kizildag, in preparation). The Swedish teacher educations reform from 2001suggested more responsibility from local schools regarding the professional learning of student teachers (Proposition, 1999/2000:135). Therefore, one of the purposes of the current paper is to present how student-teachers communicate theory and practice relations through the mentorship model in Swedish teacher training system compared to the other equivalents in other countries. What framework for learning opportunities about teaching as a profession built during these meetings is one question that will be analysed. The group dynamics, the role of the mentees and the mentor and the relationship between the parts are going to be described with reference to whether they change over time.
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| 1774. |
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| 1775. |
- Kizildag, A, et al.
(author)
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Theory and Practice Issues in Pre-service Teacher Education : Discourse in Sweden and Turkey for the Latest Teacher Education Reforms
- 2011
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Conference paper (peer-reviewed)abstract
- Constant global social and economic changes cause education systems to change, including also teacher training. Education reforms cannot be consideredwithout modifications for teacher training systems. In other words, the adjustments in education systems are also reflected in the Teacher Education Reforms across countries.Therefore, this study aims to explore teacher education policies in twodifferent countries, Sweden and Turkey, via the analysis of the educationreforms. Teacher training has been modified throughout the years in the twocountries in relation to the gap between theory and practice, which has formeda discourse around which the reforms have developed. While Sweden was undergoing reform acts in 1985, 2001 and 2010, Turkey went through a similar process in 1997 and 2006. The reforms are analyzed in relation to the reasons, structural and substantive changes and expected outcomes. What were the causes for a reform? What was changed? What was offered instead? What outcomes were expected? These are the questions that form the core for the analysis in the paper. These issues are interrelated with theory and practice relations, teacher quality, and quality assurances. We have used critical discourse analysis (Chouliaraki & Farclough, 1999;Fairclough, 1992, 1995, 2003, 2006) both theoretically and methodologically. In terms of theoretical assumptions, intertextuality and interdiscursivity are used as analytical screens towards which the discourse about the relation between theory and practice in the process of policy text production is analysed. The concept of discourse is used in the way Fairclough (1992) defines it, as a form of language use and as a kind of social practice, which means that discourse contains the whole process of social interaction. For instance, the policy texts that are analysed represent a part of this process only, though the process also includes the conditions for policy text production and the process of interpretation. The paper compares and contrasts teacher education policies in terms of theory and practice relations within recent decades in two countries. However, the similarities and differences are also evaluated within a larger context, that of teacher education policies in the EU. Method The study adopts the critical discourse analysis of Fairclough (Chouliaraki &Farclough, 1999; Fairclough, 1992, 1995, 2003, 2006). The critical discourse analysis contributes to an analytical model for analysis of the policy text production process on the levels policy as text, discursive practice and social practice. Using Fairclough’s critical discourse analysis makes it possible to describe and compare the discourse around theory and practice in relation to power and ideology in two countries. The corpus of the study is limited to a set of key papers, such as policy documents, authority reports like green/white papers and governmental proposals for the latest two Teacher Education reforms:1997 and 2006 for Turkey and 1985, 2001 and 2010 for Sweden. The further documents include academic policy articles and reviews written specifically about the reforms. The necessity for including these texts comes from the difference between the strategies followed in the act of preparing and executing reforms. Turkey did not follow a similar framed policy-making for the teacher education reforms in question, unlike Sweden where government proposal had been voted in the parliament. Expected Outcomes We expect three interrelated outcomes from this piece of study: 1. Theory and practice relations and the evolution of this relationship throughout teacher educations reforms in Sweden and Turkey within the recent decades will be described in-depth. 2. The reasons and outcomes of the teacher education reforms in both countries will be compared and contrasted. 3. One can see the country profiles on education and teacher education throughout the reforms in question. References Chouliariki, L. & Fairclough, N. (1999). Discourse in late modernity: Rethinking Critical Discourse Analysis.Edinburgh: Edinburgh University Press. Fairclough, N. (1992). Discourse and Social Change. Cambridge: Polity Press. Fairclough, N. (1995). Critical discourse analysis: the critical study of language. London: Longman. Fairclough, N. (2000). Discourse, social theory, and social research: The discourse of welfare reform. Journal of Sociolinguistics, 4(2), pp.163-95. Fairclough, N. (2003). Analysing Discourse: Textual Analysis for Social Research. London: Routledge. Fairclough, N. (2006). Language and globalization. New York: Routledge. Kavak, Y., Aydin, A.& Akbaba Altun, S. (2007). Ögretmen Yetistirme ve Egitim Fakulteleri (1982-2007) [Teacher Education and Education Faculties (1982- 2007)]. Ankara, Turkey: Yuksekogretim Kurulu Yayini, 2007-5. Proposition(1984/85: 122). Regeringens proposition1984/85:122 om lärarutbildning för grundskolan m.m. Stockholm: Riksdagen1985. Proposition(1999/2000:135). En förnyadlärarutbildning. Stockholm: Regeringen. Proposition (2009/10:89).Bäst i klassen – en ny lärarutbildning.Stockholm: Regeringen.
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| 1776. |
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| 1777. |
- Kjellberg, Sara, et al.
(author)
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Institutionella arkiv som en ny typ av samling
- 2015
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Conference paper (pop. science, debate, etc.)abstract
- Biblioteken har traditionellt byggt upp sina samlingar genom förvärv, men i och med de institutionella arkiven (och liknande databaser) utvecklar biblioteken i allt högre grad samlingar där lärosätets lokala forskningsproduktion görs tillgänglig för såväl det egna lärosätets personal och studenter som för olika delar av det omgivande samhället (Kohl, 2009). Givet såväl nationella som internationella initiativ kring öppen tillgång till forskningsresultat kan dessa samlingar förväntas öka i såväl omfattning som betydelse i framtiden. Snarare än att erbjuda svar vill vi i detta bidrag ge underlag för en vidare diskussion kring de institutionella arkiven som en ny typ av samlingar som byggs upp, organiseras och kan integreras med andra samlingar såväl vid lärosätesbiblioteken som genom återanvändning av andra aktörer.Det väcker potentiellt frågor som berör såväl hur arbetet med de institutionella arkiven relaterar till hur man gör med andra delar av bibliotekens samlingar och system för kunskapsorganisation, som hur vi ska tänka kring samlingar, delar av samlingar och hypersamlingar. En utgångspunkt är dessutom att publiceringspraktiker inom olika ämnesområden skiljer sig åt. Vilken betydelse har detta för hur man skapar förutsättningar för att bygga upp samlingen? Hur hanterar vi t.ex. att de institutionella arkiven är synnerligen diversifierade med avseende på innehåll täckning, filformat, versioner (pre-/postprint), upphovsrättsliga frågor, m.m.?Vad händer när biblioteken både hanterar de institutionella arkiven i uppbyggnad och mer långsiktigt ska säkra tillgången till dem? Hur utmanas det traditionella perspektivet på forskningsbibliotekets samlingar, som har syftat till att ge tillgång till material till det egna lärosätets forskare och studenter, när man bygger en samling som riktar sig utåt till potentiella användare över hela världen?Kohl, D.F. (2009). Collection development in the ARL library. Encyclopedia of Library and Information Sciences. 3rd ed. New York: Taylor and Francis. DOI: http://dx.doi.org/10.1081/E-ELIS3-120043881
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| 1778. |
- Kjellberg, Sara, et al.
(author)
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Making research data possible : negotiating between disciplinary cultures, temporalities, data policies, professional interests and education and training
- 2016
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In: Proceedings of the 79th ASIS&T Annual Meeting. - : International Association of Computer Science and Information Technology Press. ; 53:1, s. 1-4
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Conference paper (peer-reviewed)abstract
- The workshop brings together differing perspectives on what makes research data possible. How data is made represents an on-going negotiation between a number of elements. It reflects, firstly, the nature of disciplines and the complex way this is linked to cultures of research data and data sharing. Secondly, data is made across the complex temporalities within different practices of its management. Thirdly, it increasingly reflects the influences of data policies: working at the international and national, down to institutional level. Fourthly, it is also shaped by the renegotiation of professional interests and relationships such as between librarians, computing services, archivists and research administrators. And, fifthly, data is being shaped within models of education and training of current and new information professionals. The panel seeks to bring together a diverse range of participants to explore appropriate theories and methodologies for work in this field, using a conversation cafe format, and based on discussions around the five elements.
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| 1779. |
- Kjellberg, Sara, et al.
(author)
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The time of data – conditions for digital knowledge production in big science
- 2016
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Conference paper (peer-reviewed)abstract
- Increasingly the material research deals with is cast as data. This is an ambiguous concept, which describes the matter of research in all stages of the research process. From having been seen as a stepping-stone on the way to producing the scientific results, increasingly data is itself positioned as the result. At the same time demands for data preservation and open data are often motivated with the hope that they will be of some use for new discoveries in the future. This poster highlights some of the ways in which notions of data emerge in the construction of big science facilities in order to raise some issues concerning implications for how and when knowledge production is thought to occur. We studied data and their making in setting up of two large-scale research facilities in southern Sweden, ESS and MAX IV, specifically of the necessary infrastructure for dealing with research data management. The main focus is on temporal aspects of data, thus shifting the interest from the question “what are data?” to the often more productive question “when are data?”. This also works to emphasis various sociomaterial entanglements shaping research data and its meaning in different organisational contexts.
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| 1780. |
- Kjellin, David, et al.
(author)
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Talet om informationskompetens : Implikationer för relationen mellan bibliotekarier och användare
- 2009
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Conference paper (other academic/artistic)abstract
- Informationskompetens framställs i många sammanhang som viktig i dagens informationsintensiva samhälle. Informationskompetens är dock inte ett enhetligt, väl definierat begrepp, utan används med olika innebörd i olika sammanhang. Detta gör också litteraturöversikter över ämnet klart genom att peka på den rad av innebörder och terminologier som använts och används (se t.ex. Bawden, 2001). Oavsett hur man definierar informationskompetens tycks det dock förhålla sig på så vis att bibliotekarieprofessionen anser sig ha något att tillföra användaren för att göra denne mer informationskompetent, och på så vis bland annat öka förutsättningarna för användarens möjligheter till demokratiskt deltagande i samhället (se t.ex. Pawley 2003, s. 422). Men att bibliotekarierna ger sig själv definitionsrätten över vad det innebär att var informationskompetent kan också förstås som ett maktförhållande mellan bibliotekarier och användare.
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