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- Angervall, Petra, Professor, 1970-, et al.
(författare)
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Research or teaching? Contradictory demands on Swedish teacher educators and the consequences for the quality of teacher education
- 2020
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Ingår i: Journal of Praxis in Higher Education. - Borås. ; 2:1, s. 63-84
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Tidskriftsartikel (refereegranskat)abstract
- Based on a policy analysis and interviews with assistant lecturers and lecturers (with a PhD) who are heavily involved in teacher education, the present article addresses contemporary tensions and challenges in Swedish teacher education. The point of departure is the theoretical framework of mission stretch and the third space professional in teacher education with the aim of investigating how teacher educators experience and navigate their daily work. The findings of the study illustrate the tensions teacher educators experience between research and teaching tasks, between a constant flow of tasks, large student groups, and demands of high-quality teaching. The findings also show a gap between the practical anchoring of some research in teacher education and feelings of tension between teaching practices and the value of research. In conclusion, teacher education would seem to be developing into a cluster of tasks, challenges, expectations, and skills. This indicates that teaching and research are not the only missions and cannot be taken for granted in light of how teachers struggle to define their professional knowledge and value with respect to increasingly strong competitive demands for research performance.
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| 3. |
- Ideland, Malin, 1970-, et al.
(författare)
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”En hemlig skola röjer det orimliga"
- 2020
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Ingår i: Svenska Dagbladet. - Stockholm : Svenska Dagbladet. - 1101-2412. ; :2020-08-30
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Det är affärslogiken som styr när statistik om skolor och betyg nu ska sekretessbeläggas. Samtidigt visar detta hemlighetsmakeri tydligt att friskolan blivit norm och att andra värden felaktigt får stå tillbaka, skriver forskare.
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| 8. |
- Mahon, Kathleen, 1966-, et al.
(författare)
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Maybe-ing and must be-ing in higher education
- 2020
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Ingår i: Journal of Praxis in Higher Education. - Borås, Sweden : University of Borås. - 2003-3605. ; :2, s. 1-10
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In developing anewacademic journal,ourcoreintention, asmentionedin previouseditorials,has beentogenerate,disseminate, andpromote the interrogation ofknowledgeandscientific and/or philosophical investigationofhigher education.Thisis our way ofpromoting the important andcritical taskof sustaininghighereducation,and indeed higher education research,asmaybe-ingarenas’1. By this,we meansustainingspacesof possibility; of pushing at the boundaries notonly ofwhatIS, butalsoof what is thinkable, knowable, and doable; of imagining howthings can be otherwise.
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| 9. |
- Mellén, Johanna, 1983, et al.
(författare)
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Gender and choice: Differentiating options in Upper secondary STEM programmes.
- 2020
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Ingår i: Journal of education policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106.
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Tidskriftsartikel (refereegranskat)abstract
- The extensive reforms of Sweden’s education system during the last few decades have resulted in deregulation and individualization of schools. In upper secondary education, a distinct flexible course structure with multiple options was introduced in order to enhance school effectiveness and equity. This study departs in some of the previously outlined tensions in educational research between market interests and a ‘free choice discourse’ in relation to processes of differentiation. The purpose of this article is to investigate the ways gender patterns may be reproduced in relation to the emergence of multiple options and the re-organization of subject matters within Swedish upper secondary science, technology, engineering and mathematics (STEM) education. Our case addresses relations between discourses of choice and gender articulated in policy incentives, and large-scale enrolment patterns. Our results show how multiple options reproduce gender orders by 1) changing the system in accordance with a general market logic emphasizing ‘freedom of choice’, and 2) distinguishing predominantly gendered subject matters. Also, our results point to the importance of studying the STEM domain at a non-aggregated level to further understand the mechanisms behind gender gaps in STEM education.
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