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Discourses about school-based mathematics teacher education in Finland and Sweden
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. (M-TERM)ORCID-id: 0000-0002-3329-0177
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0003-0120-9829
Stockholms Universitet.
2013 (engelsk)Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 57, nr 2, s. 132-147Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this cross-case study we focus on school-based teacher education in Sweden and Finland. Through the use of focus-group interviews with mathematics teacher educators in Finland and Sweden, the study shows that there are substantial differences in how school-based teacher education is introduced and portrayed in the discourse about teacher education and prospective teachers' learning. The school-based teacher education among the Finnish groups is made relevant in relation to several aspects of prospective teachers' learning. In the Swedish groups, school-based teacher education is portrayed as an organizational problem and few aspects of prospective teachers' learning are brought into the discourse. The results cannot be generalized to the two countries but show interesting conceptualizations of school-based education potentially useful for teacher educators and scholars

sted, utgiver, år, opplag, sider
2013. Vol. 57, nr 2, s. 132-147
Emneord [en]
Finland, mathematics, school-based teacher education, Sweden
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
URN: urn:nbn:se:mdh:diva-13150DOI: 10.1080/00313831.2011.623178ISI: 000317271600002Scopus ID: 2-s2.0-84876022902OAI: oai:DiVA.org:mdh-13150DiVA, id: diva2:449023
Tilgjengelig fra: 2011-10-19 Laget: 2011-10-19 Sist oppdatert: 2017-12-08bibliografisk kontrollert

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Ryve, AndreasHemmi, Kirsti

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