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- Arneback, Emma, 1974-, et al.
(författare)
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Achieving a professional identity through writing
- 2017
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Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 8:4, s. 284-298
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Tidskriftsartikel (refereegranskat)abstract
- In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers’ conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. What we have found is that the professional discourse which all three have achieved is something each of them creates and develops in very different forms. Their independent final projects show that all three have a mastery of academic discourse, but only in exceptional cases do they make use of that discourse in contexts other than this specific piece of work and to some extent earlier papers written as part of their teacher education. However, judging from our interviews and their responses to our questions, it seems as if they have acquired modes of expression quite close to an academic discourse, but have primarily developed and use different variants of a professional discourse. This professional discourse also seems to be an important element in their development of a professional identity.
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- Arneback, Emma, 1974-, et al.
(författare)
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Student teachers’ experiences of academic writing in teacher education - on moving between different diciplines
- 2017
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Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 8:4, s. 268-283
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on a selection of student teachers’experiences of academic writing in different disciplines in teacher education. By studying two different learning and writing environments at a Swedish university – teacher education for preschool teachers and for secondary school teachers – we distinguish different forms of writing ideals resulting from disciplinary shifts during the first two years of teacher education. In the preschool group, all the student teachers express the idea that writing ideals change during their education, as if they move between different worlds of writing. The student teachers specializing in secondary school education express the view that, overall, the writing ideal remains the same, and have a sense of staying in the same neighbourhood. These different experiences most likely create different barriers and possibilities in their formation as writers and future teachers. The results also indicate that, in their writing during the first two years, the participating students’ focus is on becoming students and adapting to different disciplines in higher education.
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- Bergh, Andreas, 1964-, et al.
(författare)
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Governing and professionalism : Challenges and opportunities for policy makers, researchers and practitioners in education
- 2019
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Ingår i: Nordic Education in a Democratically Troublesome time. - Örebro : Örebro University. - 9789187789236 ; , s. 61-64
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In recent years, there has been an increased societal and political debate about how the governing of welfare institutions can be best organized in order to serve the public and uphold democracy. In education, positively loaded key concepts such as equivalence, quality and legal security have dominated the debate. Simultaneously, governance ideas implied in NPM-policies, in particular the increased development of quality assurance systems and accountability regimes, have been criticized for its unintended consequences and possible narrowing of the societal mandate for education. Concerns have been raised about a need for revitalizing trust in professionals, at the same time as ensuring a certain amount of control. But how can such a balance be found?By introducing and raising critical questions on dominant governance discourses in education, including issues about professionalism and quality, this seminar invites deliberations among policy makers, researchers and practitioners on how we may seek new ways of making welfare institutions sustainable in democratic societies. A core issue is how education constructively can contribute to the promotion and upholding of democracy.The four presenters will provide brief introductions with different, yet related, perspectives on the theme “Governing and Professionalism”. Thereafter all participants are invited to a shared discussion on the opportunities and challenges for collaboration among policy makers, researchers and practitioners to ensure education that serve the public good in a democratically troublesome time.
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| 7. |
- Bergh, Andreas, 1964-, et al.
(författare)
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Governing and professionalism : Challenges and opportunities for policy makers, researchers and practitioners in education
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In recent years, there has been increased societal andpolitical debate about how the governance of welfare institutions can best be organized to serve the public and uphold democracy. In education, positively charged key concepts such as equivalence, quality, and legal security have dominated the debate. Simultaneously, governance ideas embedded in new public management (NPM) policies, particularly the increased development of quality assurance systems and accountability regimes, have been criticized for creating unintentional consequences and narrowing the societal mandate of education. Concerns have been raised about a need to revitalize trust in professionals, while ensuring a certain amount of control. How can such a balance be found? By introducing and raising critical questions about the dominant governance discourses in education, including issues of professionalism and quality, we argue that there is a need for deliberations among policymakers, researchers, and practitioners on how to seek new ways of making welfare institutions sustainable in democratic societies. A core issue is how education can contribute constructivelyto the promotion and upholding of democracy.
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- Fremstad, Ester, et al.
(författare)
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Deliberative academic development : The potential and challenge of agency
- 2020
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Ingår i: International journal for academic development. - : Routledge. - 1360-144X .- 1470-1324. ; 25:2, s. 107-120
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we explore possibilities and challenges for deliberative academic development. Deliberative academic development refers to a practice that engages members of the university in dialogue about its purposes, ways of organizing and leading higher education, as well as teaching and learning. The paper critically analyses data from focus group interviews with academic developers from four universities within two national contexts. Combining sociological conceptualizations of agency and the framework of ‘epistemic living spaces’, the paper offers insights into challenges and opportunities for deliberative academic development, as well as a framework for studying agency in other contexts.
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