Search results for: Sweden
Page 1/6 51 items
Preparing the next generation of preschool teachers who can integrate and make use of ICT to capitalise on and develop young children’s digital competences remains a challenging goal for teacher education programmes (TEP). Given the current gaps in the literature, this study aims to expand and deepen our understanding of the extent to which early childhood pre-service teachers encounter ICT during their training and how they are prepared to use digital technologies in their future practices. The empirical data was generated through a focus group study with pre-service teachers and interview with their teacher educators at an institution of higher education in Sweden. The findings of the study suggest that pre-service teachers feel they have not been adequately prepared to integrate ICT into their future educational practices in preschool. Teacher educators, however, demonstrated a completely different perspective, highlighting a variety of initiatives that they were implementing to prepare the next generation of preschool teachers to use digital technologies. It will discuss why pre-service teachers, unlike teacher educators, feel they are not being adequately prepared to use digital technologies in early childhood education. The study also provides a detailed account of the varied procedures involved in preparing pre-service teachers’ digital competences and makes recommendations to teacher educators on how to enhance future preschool teachers’ Technologica-lPedagogical-Content-Knowledge (TPACK).
Updated: Oct. 12, 2021
Beginning teachers’ work satisfaction, self-efficacy and willingness to stay in the profession: a question of job demands-resources balance?
In the present study, a cluster analysis of four job demands and five job resources among 328 Swedish teachers in their first year of teaching, resulted in four typical work situations: the advantageous situation (n = 103); the balanced situation (n = 148); the threat situation (n = 34); and the pressed situation (n = 43). Clear differences were found in how teachers in these different clusters perceived their work satisfaction, self-efficacy and willingness to stay, with the teachers in the former two work situations scoring significantly higher than the latter two. The results indicate that teachers can have a very different experience of work at the start of their careers. These findings imply that work environment interventions and induction programmes to support new teachers and prevent them from leaving the profession must be well adapted to the context.
Updated: Feb. 27, 2021
Learning to teach is an emotional endeavour and student teachers challenging emotions are recurrently created in teacher education. The aim of this study was to investigate student teachers’ coping with emotionally challenging situations in teacher education. In the study, 22 student teachers studying their last year of teacher education participated through semi-structured interviews. The data were analysed using constructivist grounded theory methodology. The findings revealed that coping with emotionally challenging situations was connected to student teachers’ main concern of the discrepancies between idealistic conceptions and experiences. This included wanting to have an extensive impact on future pupils as a student teacher and experiencing the ambition as potentially exhausting. In coping with this discrepancy, three strategies were used: change advocacy, collective sharing and responsibility reduction. The coping strategies are discussed in the light of existing literature and potential implications are addressed.
Updated: May. 09, 2020
This article aims to report on a research project concerning a web-based (online) course for mentors of newly qualified teachers (NQTs). The author identified the mentors' concerns about the use of technical tools, although during the course these concerns changed to a mainly positive attitude towards online education. Furthermore, the online course changes the teaching and learning prerequisites for the participants.
Updated: Feb. 06, 2018
This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators’ discourses. Teacher educators in both countries bring into play a variety of aspects identified in the field of mathematics education research, when talking about good mathematics teachers/teaching. The teachers often talk about the same general categories, but a deeper analysis reveals a substantial difference between the characters of the discourses concerning how most of these categories are conceptualized.
Updated: Jul. 04, 2017
Nordic–Baltic Student Teachers’ Identification of and Interest in Plant and Animal Species: The Importance of Species Identification and Biodiversity for Sustainable Development
This study aims to investigate how well student teachers identify common local species, their interest in and ideas about species identification, and their perceptions of the importance of species identification and biodiversity for sustainable development. The Nordic–Baltic students’ level of identification of species was tested using high quality photos of very common species. The student teachers’ ability to identify very common species was low. The authors also found that majority of students suggested that the most efficient teaching, studying and learning method is outdoor experiential learning, where learning is activated by experiences and the use of all senses in authentic environments with living plants and animals.
Updated: Jun. 19, 2017
This article reviews the impact of an educational reform in Namibia in the early 1990s called the Integrated Teacher Training Programme (ITTP), which was an outcome of collaboration between the South West African People’s Organisation (SWAPO), the liberation movement and teacher educators from Sweden and other Western countries. Research questions posed concerned: (1) the ITTP’s perceived impact on the participants’ private and professional lives; and (2) the ITTP’s impact on the participants’ views on knowledge and education in relation to democracy. This follow-up study indicates that the ITTP was crucial for the participants’ professional careers and private lives. The majority saw education as a key to democracy and social transformation, and considered themselves as important actors at local, regional and national levels in forwarding these aims.
Updated: Apr. 02, 2017
Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A Collaborative Self-study to Understand Teaching Practice and Aspects of Knowledge
In the self-study reported here, the aim was to acquire a deeper understanding of the challenges and opportunities that teacher educators and student teachers encounter while working with, and learning about, ICT as a tool for learning. This learning interest focused on both the practical aspects highlighted during the course and the more theoretical perspectives of knowledge and learning that emerge when technological aspects and tools are included in the process of teaching, learning, and assessing. One of the learning interests of this self-study was to analyze how the authors elaborated and developed their understanding of the theoretical framework of Technological Pedagogical Content Knowledge (TPACK).
Updated: Dec. 20, 2016
Motives for Becoming a Teacher and their Relations to Academic Engagement and Dropout among Student Teachers
The purpose of this study was to examine the motives for Swedish student teachers to study to become teachers and to explore the relationship between teachers’ motives and their academic engagement and dropout rates at the end of their studies. The findings reveal that the students enrolled in teacher education due to mainly altruistic motives, such as a desire to help and support students and contribute to society, and intrinsic motives, such as perceiving teaching to be stimulating and being interested in the particular school subjects. Extrinsic motives such as reliable income and secure job conditions were not as important to them. In addition, the findings showed a negative significant relationship between the altruistic motive and dropout, mediated by academic engagement, whereas the relationships between intrinsic and extrinsic motives and academic engagement were not significant.
Updated: Jul. 27, 2016
Changing Professional Discourses in Teacher Education Policy Back towards a Training Paradigm: A Comparative Study
This article is based on a comparative teacher education policy analysis in two countries: Sweden and England. The authors were interested to compare recent changes in two particular systems. In particular the authors are concerned with what may be termed education theory and professional scientific knowledge, which they define as content from the scientific study of the field of education practice in the education disciplinary core or in supporting disciplines within this policy development. The authors suggest that higher education teacher educators would have become trainers and mediators of Government policy, who understand their role as supporting professional work by offering principled guidance on classroom practice that is, at best, pre-digested theory.
Updated: Apr. 20, 2016