Search results for: Sweden
Page 5/6 51 items
The Pedagogical Dimension of Internationalisation? A Challenging Quality Issue in Higher Education for the Twenty-First Century
This theoretical paper is partly based on a series of empirical studies, conducted by the author, investigating students’ and teachers’ experiences and understanding of an internationalised educational context in Sweden. The paper examines and discusses some further implications of these studies in relation to recent publications and research concerned with internationalisation in higher education in various ways. The paper argues in favor of a shift in research perspective, from an overall external perspective to a relational, experienced and context-based perspective, to understand how internationalisation in higher education is developed in practice.
Updated: May. 18, 2009
The diversity and complexity of the post-modern era places new and important challenges on teacher education. This paper presents Swedish lecturers' descriptions of what they consider to be competences and qualities necessary for future teachers. Their descriptions constitute the starting point for a wider discussion on the decisive role of beliefs and emotions in being and becoming a teacher.
Updated: Apr. 30, 2009
School-Based Teacher Collaboration in Sweden and Greece: Formal Cooperation, Deprivatized Practices and Personalized Interaction in Primary and Lower Secondary Schools
The goal of the study is to highlight teacher collaboration in Sweden and Greece utilizing nationwide surveys with physical education teachers in both countries. The sample consisted of 707 Swedish and 451 Greek professionals. The presentation of the results is connected with issues of formal cooperation, deprivatized practices and personalized interaction in four teachers groups: primary and lower secondary schools in Sweden and in Greece. According to the data, formal cooperation and deprivatized practices occur more frequently in Sweden than in Greece. However, personalized interaction is rather high in Greek lower secondary schools.
Updated: Apr. 27, 2009
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