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- Hallsén, Stina, 1979-
(författare)
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Lärarutbildning i skolans tjänst? : En policyanalys av statliga argument för förändring
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Teacher education occupies a position between the school system and higher education. It is expected to both have an impact on the school system and to be influenced by it. Compared to other higher education programs, teacher education has more often been subject to government control and detailed regulation. This thesis deals with the various roles and functions ascribed to teacher education in its complex position within the educational system, and above all its relationship with the school system. The objective of the thesis is to increase knowledge on government policy, with regard to teacher education, and frames within which the policy is developed, that in turn creates the framework for teacher education. The issues outlined above are processed through two sub-studies. The first sub-study deals with these issues in a general and historical perspective. The second sub-study is focused on a specific content (ICT) in initiatives for teacher education reforms. By analyzing arguments put forward in government policy from a curriculum theory perspective the thesis shows that teacher education throughout the whole review period was considered to mainly benefit and serve the school system. However, the significance attached to this service varies. Generally two trails are highlighted. The first involves the teacher education service of delivering the teachers that the school system requires in order to live up to expectations of today. The other definition of working in the service of the school system is to contribute to a future-oriented development of the current school system. In many cases these perspectives are combined but the trend in the period reviewed in this study is that the first definition, to work in the service of the contemporary school system, has been accorded ever greater prominence.
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| 3. |
- Mikhaylova, Tatiana, 1981-
(författare)
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Shifting Shadows : Private Tutoring and the Formation of Education in Imperial, Soviet and Post-Soviet Russia
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation aims to provide a genealogy of the relations between the public and the private in education. It does so by the exploring how public education and private tutoring form and transform each other and why they are seen as legitimate or problematic in different historical and cultural contexts. Drawing on curriculum theory and Foucault’s genealogical approach to history, the study examines how private tutoring has been problematised in Imperial, Soviet and post-Soviet Russia and discusses how these problematisations reflect and shape the dominant visions of education. The results show that norms and values in relation to which private education has been problematised and addressed in Russia have varied in line with nationalist, communist and neoliberal visions of education. Although most questions, such as tutor competence, individual privilege, inequality, ethics, governance, and ideological conformity, have constantly been in the focus of critical reflection, they were ‘answered’ differently in different historical periods. Others, such as spatial inequality and ethical concern for corrupt tutoring practices, are of more recent origin. In contrast to previous research into shadow education, the study argues that the mimicking character of supplementary tutoring is not its natural feature. Rather, in the Russian case, it is the result of constant problematisation and the corresponding regulation of its conformity with what is regarded as ‘sacred’ national values.In general, private tutoring in Russia has often been treated as a ‘symptom’ of other educational and societal problems, and addressed indirectly, through reforms in public education. Paradoxically, in fighting against undesirable effects of private tutoring, Russian schools had to adopt some of the traits commonly associated with just that industry, namely individualisation, exam drills, and the promotion of private and positional good. Conversely, changes in the structure, content, pedagogy, or assessment procedures in the mainstream system have provoked considerable changes in tutoring practices, which, however, are not limited to imitation and supplementation. The study concludes that this symbiotic relationship cannot be reduced to imitation, reproduction, or supplementation. Rather, it changes like shifting shadows reflecting and ultimately shaping the dominant perceptions of what education is and ought to be.
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