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1.	Erixon Arreman, Inger, 1954-, et al. (author) Gender, research and change in teacher education : a Swedish dimension 2007 In: Gender and Education. - : Informa UK Limited. - 0954-0253 .- 1360-0516. ; 19:3, s. 317-337 Journal article (peer-reviewed)abstract This paper explores the factors that are at present reconstructing teacher education in Sweden and in other European countries, including professionalization, inherited traditions, feminization and globalization. The authors use as a basis for the paper: documentary analysis and nearly 60 qualitative semi-structured interviews with management and teaching staff from teacher education at one Swedish higher education institution, Umeå University. Five overall themes emerged from the study: gender; teacher education cultures; organizational changes; collaboration; and research. It is argued that women and men in teacher education are positioned differently with regard to change. Women teacher educators identify more with research and accountability imperatives while their male colleagues tend to focus more on classroom knowledge and skills. The paper considers possible explanations and makes tentative extrapolations to other European sites in varying political contexts.

Erixon Arreman, Inger, 1954-, et al. (author)
Gender, research and change in teacher education : a Swedish dimension
2007
In: Gender and Education. - : Informa UK Limited. - 0954-0253 .- 1360-0516. ; 19:3, s. 317-337
Journal article (peer-reviewed)abstract
- This paper explores the factors that are at present reconstructing teacher education in Sweden and in other European countries, including professionalization, inherited traditions, feminization and globalization. The authors use as a basis for the paper: documentary analysis and nearly 60 qualitative semi-structured interviews with management and teaching staff from teacher education at one Swedish higher education institution, Umeå University. Five overall themes emerged from the study: gender; teacher education cultures; organizational changes; collaboration; and research. It is argued that women and men in teacher education are positioned differently with regard to change. Women teacher educators identify more with research and accountability imperatives while their male colleagues tend to focus more on classroom knowledge and skills. The paper considers possible explanations and makes tentative extrapolations to other European sites in varying political contexts.

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