| 1. |
- Apelgren, Britt Marie, 1956, et al.
(författare)
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Restructuring Doctoral Education in Sweden
- 2022
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Ingår i: Doctoral Education as If People Matter: Critical Issues for the Future. - Leiden, the Netherlands : Brill. - 2542-8721. - 9789004529298
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Bokkapitel (refereegranskat)abstract
- This chapter reviews and presents doctoral education in Sweden in a national and longitudinal comparative perspective. By exploring and analysing national policy documents as well as twelve institutional General Syllabi for Doctor of Philosophy from the discipline of Education (1971-2021), we present a historical analysis of changes, during the past 50 years, from an independent doctoral apprentice to an employed doctoral researcher. We identified three themes in this development: schoolification, increasing interest in stress management, and relevance in terms of professional competences. It was concluded that Swedish doctoral education is increasingly regulated at the cost of doctoral researchers’ individual autonomy.
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| 2. |
- Apelgren, Britt Marie, 1956, et al.
(författare)
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The reconstruction of Swedish doctoral education over the past 50 years
- 2023
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Ingår i: Society for Reserach in Higher Education 2023.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This chapter reviews and presents doctoral education in Sweden in a national and longitudinal comparative perspective. By exploring and analysing national policy documents as well as twelve institutional General Syllabi for Doctor of Philosophy from the discipline of Education (1971-2021), we present a historical analysis of changes, during the past 50 years, from an independent doctoral apprentice to an employed doctoral researcher. We identified three themes in this development: schoolification, increasing interest in stress management, and relevance in terms of professional competences. It was concluded that Swedish doctoral education is increasingly regulated at the cost of doctoral researchers’ individual autonomy.
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| 4. |
- Haybano, Alebachew Kemisso, et al.
(författare)
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North-South collaboration: On the making of a Center for Comparative Education and Policy Studies at Addis Ababa University
- 2021
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Ingår i: Nordic Journal of Comparative and International Education. - : OsloMet - Oslo Metropolitan University. - 2535-4051. ; 5:3, s. 36-52
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Tidskriftsartikel (refereegranskat)abstract
- The Ethiopian educational system has made promising advancements since the turn of the century. Despite this progress, education continues to grapple with a myriad of challenges, including differences in educational access and quality, insecure living conditions, and gender inequalities. Research can offer knowledge for tackling these challenges, but often it is knowledge from the global North that dominates, despite its questionable relevance to the global South. Therefore, this study analyses the evolvement of a Center for Comparative Education and Policy Studies, situated in an Ethiopian higher education context and supported by the Swedish International Development Cooperation Agency (SIDA), and how the Center has contributed to developing knowledge that is relevant to local contexts. An important outcome of the Center was the development of a doctoral program in International and Comparative Education and the knowledge produced in the doctoral theses that emerged. Our inquiry concerns how Southern theory contributes to an increased understanding of the development of the Center and the relevance of the doctoral theses. The findings underscore the importance of expanding Southern knowledge in education and the need for further reflection on the geopolitics of knowledge in research capacity development cooperation.
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| 5. |
- Jodal, Elsi-Brith, et al.
(författare)
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Inledning: Läroplansteori och lärarutbildning – introduktion till ett dynamiskt kunskapsområde
- 2020
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Ingår i: Läroplansteori i och om lärarutbildning. Rapport från den sjunde nordiska läroplansteoretiska konferensen. - Göteborg : Institutionen för Pedagogik och Specialpedagogik, Göteborgs Universitet.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Texten ger en bakgrund till konferensen och dess tema, läroplansteori och lärarutbildning, en historisk tillbakablick på läroplansteorins utveckling och dess betydelse för skola och lärarutbildning.
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| 6. |
- Jodal, Elsi-Brith, et al.
(författare)
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Om den oumbärliga reflektionen – om införande av läroplansteori i lärarutbildningen. Samtal med Ulf P. Lundgren
- 2020
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Ingår i: Läroplansteori i och om lärarutbildning. Rapport från den sjunde nordiska läroplansteoretiska konferensen. - Göteborg : Institutionen för Pedagogik och Specialpedagogik, Göteborgs Universitet. - 9789186857271 ; , s. 163-175
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Texten bygger på ett samtal med Ulf P Lundgren, fd generaldirektör för Skolverket och prof.em. i pedagogik vid Uppsala Universitet. Kapitlet ger en tillbakablick på utvecklingen av läroplansteori i Sverige och internationellt, bakgrunden till dess införande i lärarutbildningen, och hur internationella kunskapsjämförelser banat väg för en förändrad kunskapssyn som påverkar skola och lärarutbildning.
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| 7. |
- Lagergren, Fredrika, 1959, et al.
(författare)
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Medborgarnas syn på skolans problem och på skolan som en viktig samhällsfråga
- 2024
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Ingår i: Andersson, U., Rönnerstrand, B. & Carlander, A. (red). SOM-undersökningen 2023, SOM-rapport nr 83. - Göteborg. - 0284-4788.
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Bokkapitel (refereegranskat)abstract
- Vi har studerat medborgarnas syn på skolan och på olika åtgärder att styra skolan. Vid början av 1990-talet menade en liten andel av medborgarna att skolan var den viktigaste frågan i Sverige. Efter skolans avreglering och marknadsstyrning ökade andelen markant för att nå en topp när OECDs presenterade den svenska skolans nedgång genom internationella jämförelser. Våra analyser av den Nationella SOMundersökningen 2023 visade att den stora majoriteten av medborgarna anser att kvaliteten försämrats i svensk skola. Samtidigt menar opinionen i stort att lärarna är välutbildade och en mycket stor andel vill förbjuda företag att driva skolor med vinstsyfte. Utifrån dessa iakttagelser skapade vi en ”karta” över olika positioner i skolfrågor och undersökte hur medborgarna fördelade sig över dessa. Vi fann tydliga samband mellan medborgarnas skilda positioner i skolfrågor och deras politiska preferenser, yrkesverksamhet, och kön. Vilka positioner som får företräde när skolan definieras som problem blir då en viktig samhällsfråga.
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| 8. |
- Levander, Sara, et al.
(författare)
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Typecasting in the Recruitment of Full Professors
- 2022
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Ingår i: Peer review in an Era of Evaluation. - Cham : Cham: Palgrave Macmillan. - 9783030752637 - 9783030752620 ; , s. 327-346
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Bokkapitel (refereegranskat)abstract
- The recruitment of full professors is critical for the formation of academia. The professorship is critical not only for the prosperity of the HEIs, but especially so for the establishment, development and communication of the discipline. In this chapter, we analyze the initial step of the typecasting process in the recruitment of full professors. We use a few cases to illustrate how the intellectual and social organization of the field of education science(s) is manifested in publicly posted job advertisements. The analysis shows that the field is characterized by heterogeneity and no longer has a basis in one single discipline. New relations between research, teaching, and society can be observed, as well as a narrowing of authority of the professorship but an increase of responsibilities.
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| 10. |
- Lindblad, Sverker, 1946, et al.
(författare)
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Doctoral Education as Paradigmatic Formation or Education of a Professional Workforce? An International Research Review
- 2023
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Ingår i: Paper presented at the NERA conference, Oslo, 15 -17 March, 2023.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Doctoral education is at the core of making and re-making scientific disciplines (Kuhn, 1964) and education of competent professionals in a knowledge society. In this paper, we analyse doctoral education about teacher education and the making of qualified teaching professionals. We turn to research on doctoral education and ask, firstly, how is this research dealing with these tasks, including digitalization, and secondly, how is this dealt with in different national and cultures? Theoretical framework Educational research has double – and sometimes contradictory – tasks to achieve scientific knowledge contributions in the academization of teacher education and/or to participate in the making of competent teaching professionals and changing education and schooling. These double tasks are of interest when considering scientific and political aspects of research on teaching. For such questions, in a more principal way, see Weber, (1946); concerning studies of what is and of possible futures, see Fuller (2016). Furthermore, given that science and society develop in tandem (Nowotny et al, 2003), it seems reasonable that doctoral education reflects such tandem processes. These different tasks are structuring the work of educational researchers in different ways over time and place (see e.g., Novoa & Yariv-Mashal, 2007) and by that, also preconditions for the making of doctoral education. Methodology We analyse doctoral education research using citation analyses (Garfield, 1979; Persson, 1994) and analyses of nets and nodes in this research. Here, we use data on publications identified using the Web of Science. In short, the outcomes were as follows: Using search terms over a topic, we identified 914 items (“doct* ed*” or “doct* train*” over topic Education and Educational Research and Educational Disciplines). Going over to filter out Teach* we identified 300 publications. We selected 33 publications for a more narrow analysis. Findings: We identified ten clusters, most of them dealt with matters of professionalisation or with efficiency in doctoral education. We identified little of paradigmatic or disciplinary interest in the research identified. The 33 articles of the more narrow analysis concerned the making and remaking of teaching professional dealing with problems in education and society. None had a direct focus on disciplinary aspects. Some were directed towards external socio-political pressure against the discipline and quality matters. Another focus was on various aspects of identity formation as related to transformations from teacher to researchers. There were also articles on practitioner research, international collaboration, and on more general problems in the doctoral education. Relevance to Nordic educational research Given the double task of doctoral education to produce knowledge of relevance for the academization of teacher education AND the making of competent teaching professionals in schools, and in a context of development processes in tandem between science and society, we argue that it is important to analyze the intellectual organizing (Whitley, 2000) of educational research through studies of doctoral education. This will give a better understanding of how the doctoral education has changed in these respects. Vital for Nordic and international collaboration is an understanding of converging/diverging tendencies regarding paradigmatic formations.
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