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- Asp-Onsjö, Lisa, 1951, et al.
(författare)
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Om examensarbetet på grundlärarprogrammet
- 2019
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Ingår i: Vetenskaplighet i högre utbildning. - Lund : Studentlitteratur AB. - 9789144130637
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Strandler, Ola
(författare)
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Constraints and meaning-making: Dealing with the multifacetedness of social studies in audited teaching practices
- 2017
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Ingår i: Journal of Social Science Education. - 1618-5293. ; 16:1, s. 56-67
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The backdrop of the article is the emergence of an international and politically motivated ambition that aims at standardising the purpose and outcomes of teaching practices via various forms of outcome controls. This ambition of standardisation is discussed in a Swedish context in relation to social studies teaching, which, at its core, has highly diverse and sometimes conflicting aims and purposes. The purpose of the article is to analyse tensions that arise in practice as ten experienced Swedish social studies teachers implement outcome-focused reforms in their teaching, and to critically discuss implications for social studies teaching. Method: Interviews, observations and a conceptual framework built on Paul Ricoeur’s discussion on the concept of practical reason has been used to analyse tensions that arose when the teachers implemented standardised tests and grading. Findings: Teaching practices shifted from social studies extrinsic dimensions (emphasising an open and individual understanding from social issues) toward social studies intrinsic dimensions (emphasising knowledge about a predetermined content) as a result of policy changes, teachers meaning-making of the reforms, and in relation to external constraints. In conclusion, it is argued that this shift risks circumscribing tools that can be used to deal with inherently complex subject dimensions. © 2017, Bielefeld University. All rights reserved.
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- Strandler, Ola
(författare)
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Equity Through Assessment? Teachers' Mediation of Outcome-Focused Reforms in Socioeconomically Different Schools
- 2016
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 60:5
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Tidskriftsartikel (refereegranskat)abstract
- Despite uncertainties regarding the effects of outcome-focused reforms on teaching practices, the political confidence in the potential of such reforms to create educational change remains high. This article problematizes the assumption that two such Swedish reforms (grades and national tests in younger years) can function as an impetus for educational equity. Analysis is directed toward how the reforms were enacted in six socioeconomically diverse teaching practices, framed by a conceptual framework built on Ricœur’s discussion on a critical hermeneutics and practical reasoning. The results show great differences; with the reforms benefiting established teaching practices in the socioeconomically privileged schools to a greater extent. In conclusion, it is argued that this poses a problem in relation to aims for educational equity.
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- Strandler, Ola
(författare)
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Policy, practice and practical reason: Understanding teaching in times of outcome regulation
- 2015
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Ingår i: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 13:7, s. 887-899
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Tidskriftsartikel (refereegranskat)abstract
- Although there are reasons to believe that policies emphasising testing, accountability, assessments, evaluation and inspections have unintended and undesirable consequences for teaching practice, such reforms continue to be widely used in many countries in order to meet challenges in their educational systems. However, it is difficult to critically discuss how these types of policies relate to teaching practice without either losing societal, critical perspectives, or circumscribing teachers' agency in analysis. This article addresses that challenge by setting out a conceptual framework, aimed at contributing to an understanding of how these types of policies relate to teaching practice. Inspired by French philosopher Paul Ricœur, a critical hermeneutical approach is suggested. It is argued that his discussion of the concept of practical reason can be used to depict teaching as existing in a field of tension between the regulatory and reflective dimensions of the practice. Further, it is argued that critical hermeneutics can frame a study of teaching, understood as practical reasoning, and provide a critique that is grounded in a discussion on how the mechanisms and assumptions behind (for example neoliberal) policy are mirrored in practice, without losing sight of either the agency of teachers or a societal perspective on teaching.
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