Search results for: Sweden
Page 5/5 48 items
This article presents a study in which teachers describe the working situation at their school. The goal of the study was to find out in what respects the school needed to be developed. This was a case study and the method for collecting data was focus group dialogues.
Updated: Feb. 04, 2009
Lack of knowledge and tools to handle the complexity of teachers' work mean that new teachers often feel insecure about their chosen profession. This influences their perspectives on teaching and their whether they wish (or not) to continue in the field.
Updated: Jan. 12, 2009
The Process of Finding a Shape: Stabilizing New Research Structures in Swedish Teacher Education, 2000-2007
This article explores the development and effects of Swedish post-war policies on the emergence of a research base for teacher education. From 2001 onwards, it is possible to undertake research and postgraduate studies within teacher education in Sweden, which prior to the 2001 reform was not possible.
Updated: Jun. 11, 2008
Effects of International Comparative Studies on Educational Quality on the Quality of Educational Research
Strengths and weaknesses of different research approaches are discussed, and it is proposed that the dichotomy between qualitative and quantitative approaches should be replaced with distinctions between low- and high-level inference approaches with respect to data, generalization and explanation. It is concluded that while the international studies easily invite misuse and misinterpretation, they also offer possibilities for improving the quality of educational research, because the high-quality data generated by these studies can be taken advantage of in research on causal effects of factors in and out of educational systems.
Updated: Mar. 23, 2008
A study is conducted to examine Swedish teachers' work outside of the classroom. The article describes what teachers do in their out of class time, and gathers data from 1166 reports from K-12 teachers. The study reveals that approximately 10 hours of the weekly 45 teaching hours in unregulated, and this time roughly corresponds to the non-regulated working time, where teachers do not have to be at school.
Updated: Mar. 13, 2008
Towards a New Professionalism in School? A Comparative Study of Teacher Autonomy in Norway and Sweden
The authors argue that both individual teacher autonomy at the local workplace and autonomy at the national level embracing teachers as a collective group are important in analysing teachers’ professional autonomy. In comparing teachers’ professional autonomy they differentiate between processes of individualisation and collectivisation. Their analysis indicates, although intra-national differences, that the difference between Norwegian and Swedish teachers is striking.
Updated: Feb. 03, 2008
The article discusses school linked models for teacher education in England, France, Germany, the Netherlands and Sweden, and what, if any, are the consequences of the models in terms of teacher quality. The authors note a substantial variation between countries in terms of integration between the institution and the school, emphasis on practical learning, embedding of teacher education and duration of teacher education.
Updated: Jan. 16, 2008
Exclusion in An Inclusive Action Research Project: Drawing on Student Perspectives of School Science to Identify Discourses of Exclusion
This article reports on the outcomes of an action research project on gender and science education carried out in two upper secondary schools in Sweden. The article focuses on how student voices draw on wider societal discourses when they talk about what it means to be natural science students at the beginning of the twenty-first century.
Updated: Jan. 06, 2008