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- Andersson, Klas, 1975, et al.
(författare)
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Powerful Knowledge and the 2017 Swedish National Test in Religious Education
- 2023
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Ingår i: Social Sciences. - 2076-0760. ; 12:10
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Tidskriftsartikel (refereegranskat)abstract
- In the 21st century, there has been a recurring discussion about social realism in educational research: the idea that subject knowledge derived from academic disciplines should constitute the heart of the school curriculum. The argument is that this knowledge, because it is produced according to specific standards, is powerful knowledge, and has better claims to truth and is more valid than knowledge gained from students’ everyday experiences. Because of its validity and universality, this knowledge empowers the knower to transcend her or his everyday experiences and take part in society’s conversations, which are central goals of social studies education. The aim of this study is to identify in which ways aspects of powerful knowledge are manifested in the 2017 national test in RE. For the analysis, both items and students’ answers from the 2017 test are used. The focus with regard to the items is on whether the students are expected to demonstrate knowledge and abilities in relation to powerful knowledge. We also analyze the students’ answers to these items using the same framework.
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- Börjesson, Mattias, 1978, et al.
(författare)
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Degree projects in Swedish primary teacher education - a content analysis of didactics and topics
- 2023
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Ingår i: Acta Didactica Norden (ADNO). - : University of Oslo Library. - 2535-8219. ; 17:1, s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- Writing a degree project has been a major part of Swedish primary teacher education since the 2000s. Previous research about degree projects has mostly highlighted the writing processes, such as student teachers’ and supervisors’ experiences, or the academic rigour of projects, but there has been less research about the content. There is a lack of knowledge regarding which topics and aspects of the teaching profession student teachers choose to investigate in degree projects. Therefore, the aim of this study is to provide knowledge about the content of degree projects in primary teacher education at two universities, with a focus on didactical aspects and topics of the projects. The empirical material consists of 264 degree projects produced during the 2010s in primary teacher education at two universities in Sweden. Regarding didactics, most of the degree projects were about problems related to the teaching of a specific school subject in the classroom. That implies a subject-didactical framing of degree projects in teacher education with a focus on subject matter and teaching methods. Regarding topics, more than half of the degree projects were about learning, instruction and organisation of teaching. This finding is consistent with previous research which suggests that primary teacher education to some extent maintains a vocational tradition.
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- Börjesson, Mattias, 1978, et al.
(författare)
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Didaktik i lärarutbildning
- 2019
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Ingår i: Vetenskaplighet i högre utbildning : erfarenheter från lärarutbildning. Franck, Olof (red). - Lund : Studentlitteratur. - 9789144130637 ; , s. 139-156
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Bokkapitel (refereegranskat)abstract
- Föreliggande kapitel handlar om lärarutbildares och studenters förståelse av didaktik; med fokus på implikationer av denna förståelse för didaktik som en vetenskaplig grund i lärarutbildning. Den övergripande ingången för studien är att den didaktiska forskningen har en stor spännvidd av olika inriktningar. Den teoretiska utgångspunkten i kapitlet är fem tongivande konceptioner av didaktik som har utvecklats inom den tysk-nordiska didaktiska forskningen. Ett huvudresultat från studien var att studenter och lärarutbildare inkluderar flera olika didaktikkonceptioner i sin förståelse av didaktik. Det vill säga de ger uttryck för en pluralistisk förståelse av didaktik i enlighet med vilken olika inriktningar ses som komplementära snarare än i motsättning till varandra. Slutsatsen blir en mångfacetterad didaktisk forskning bestående av olika traditioner och inriktningar som kan ge ett brett vetenskapligt kunskapsunderlag till en mångfacetterad lärarutbildning och lärarprofession.
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- Börjesson, Mattias, 1978, et al.
(författare)
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DOCUMENT ANALYSIS OF PROGRAMME CURRICULA AND COURSE SYLLABI IN SWEDISH PRIMARY TEACHER EDUCATION
- 2024
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Ingår i: European Conference on Educational Research (ECER).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In Sweden Teacher Education (TE) programmes are regulated by the national by the Higher Education Ordinance (SFS 1993:100) and additional national examination goals for TE that are more specific and detailed than most other Swedish higher education goals. In addition, each university or university collage must have a programme curriculum for each teacher education programme. These curricula must include the national education goals but also allows for a local focus. In addition to this each course within TE must have a course syllabus. Theses in TE are a significant component of the program. Thesis work allows aspiring teachers to delve deeper into their chosen topic of study, provides an opportunity to explore and contribute to the existing body of knowledge in education (Holmberg, 2006). Throughout the process of completing the thesis, students engage in extensive research, data collection, analysis, and critical thinking to address relevant issues in the field (Råde, 2016; Zackariassson, 2019). By conducting empirical studies or literature reviews students gain valuable insights into teaching profession and practices, curriculum development, educational policies, or other areas of their interest. The thesis work in teacher education not only enhances students' research and analytical skills, it also prepares them to become reflective practitioners who can contribute to the improvement of educational practices and student learning outcomes (Erixon & Erixon Arreman, 2018). Even though thesis work is found advantageous, there has been a discussion among policy makers and researchers in Sweden about the focus and purpose of theses in TE. One orientation has been that theses and thesis work should immerse student teachers with knowledge in education sciences as a basis for the teacher profession (Beach & Bagley, 2013). Another orientation has been that theses should have a connection to teaching and i.e. the vocational dimension of the teaching profession (Karlsudd et al., 2017; Mattsson, 2008; Wernersson & Hansen Orwehag, 2016), while some researchers have highlighted the benefits of integrating these two orientations in relation to thesis work (Erixon & Erixon Arreman, 2018; Råde, 2019). In the 2000s, the quality of theses were seen as a main indicator of the quality of higher education in the governmental evaluations (Swedish National Agency for Higher Education, 2006; Svärd, 2014), which in combination with the increasing prominence of thesis work in TE, contributed to an interest in TE theses in educational research. In recent years the final thesis is not the only quality indicator in these evaluations, as they are combined with self-evaluations by universities; but it is still the case that if final theses have low quality, and if it is not improved in a satisfactory manner the university can lose the right to operate the programme. This gave incentives to TE departments to focus on scientific literacy and research skills in TE during the 2010s, while the vocational dimensions of teacher work were less highlighted in relation to thesis courses (Råde, 2016). The purpose of this study is to identify orientations of thesis courses in Swedish primary teacher education by an analysis of programme curricula and course syllabi documents. What orientations can be identified in 2023 programme curricula and course syllabi in the thesis courses in 18 Swedish primary teacher education programmes track K–3 and 4–6?
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- Börjesson, Mattias, 1978-
(författare)
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Från likvärdighet till marknad : En studie av offentligt och privat inflytande över skolans styrning i svensk utbildningspolitik 1969-1999
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- For most of the 20th century the dominant aim of Swedish educational policy was an integrated public school system under national state control. During the post-war era (1945–1989) this policy led to Sweden having one of the most centralized and integrated school systems in the world. In the 1980s and 1990s, however, there was a profound change in Swedish education policy towards decentralization, deregulation and marketization of the school system. The aim of this thesis is to provide a deeper understanding of the nature and causes of this shift in education policy. The thesis draws from a theoretical framework consisting of Critical Realism, curriculum theory and Neo-Marxism. From a Neo- Marxist perspective the configuration of state education policy is understood as a dominant education ideology. The empirical material consists of state policy documents which are understood as an expression of the dominant education ideology in society.The results indicate a shift in the dominant education ideology in Sweden between 1969 and – 1999: from an emphasis on state governance and goals of equivalence, equality and participation in the school system during the 1970s, towards increasing skepticism regarding state regulation and an emphasis on decentralization and aims to increase parental and pupil influence in the school system during the 1980s, to a dominance of private influence via school choice and competition in the school system during the 1990s. From a theoretical perspective consisting of Critical Realism and curriculum theory, this shift in education policy and restructuring of the school system is understood in relation to economic crises, a rightward shift in politics and the dominance of neoliberal ideas in Sweden during the 1980s and 1990s.
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- Börjesson, Mattias, 1978
(författare)
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Från likvärdighet till marknad: En studie av offentligt och privat inflytande över skolans styrning i svensk utbildningspolitik 1969-1999 : Från likvärdighet till marknad: En studie av offentligt och privat inflytande över skolans styrning i svensk utbildningspolitik 1969-1999
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- For most of the 20th century the dominant aim of Swedish educational policy was an integrated public school system under national state control. During the post-war era (1945–1989) this policy led to Sweden having one of the most centralized and integrated school systems in the world. In the 1980s and 1990s, however, there was a profound change in Swedish education policy towards decentralization, deregulation and marketization of the school system. The aim of this thesis is to provide a deeper understanding of the nature and causes of this shift in education policy. The thesis draws from a theoretical framework consisting of Critical Realism, curriculum theory and Neo-Marxism. From a Neo- Marxist perspective the configuration of state education policy is understood as a dominant education ideology. The empirical material consists of state policy documents which are understood as an expression of the dominant education ideology in society. The results indicate a shift in the dominant education ideology in Sweden between 1969 and – 1999: from an emphasis on state governance and goals of equivalence, equality and participation in the school system during the 1970s, towards increasing skepticism regarding state regulation and an emphasis on decentralization and aims to increase parental and pupil influence in the school system during the 1980s, to a dominance of private influence via school choice and competition in the school system during the 1990s. From a theoretical perspective consisting of Critical Realism and curriculum theory, this shift in education policy and restructuring of the school system is understood in relation to economic crises, a rightward shift in politics and the dominance of neoliberal ideas in Sweden during the 1980s and 1990s.
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