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New manifestations of the practice-theory dilemma – consequences of ‘the practice turn’ in teacher education
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0002-0503-7350
2022 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis comprises four studies that concern the specific part of practicum  within teacher education, its relation to the university-based components and how new organizational ideas entail different consequences for student teachers’ opportunities for learning the profession. The overall purpose is to analyze policies related to learning in practice and shed light on what implications are involved when reorganizing Swedish teacher education within the ‘practice turn’. More explicitly, the purpose is to illuminate two manifestations of a more practice-based teacher education – paired practicum within specific practice schools and work-integrated teacher education, where student-teachers are employed as teachers while attending courses at university. Two concepts of knowledge are used as the main theoretical framework; spectator knowledge and participant knowledge, and the concept of boundary crossing and enfolded learning mechanisms.  

The data are extracted from policy documents regarding the two latest teacher education reforms in 2001 and 2009, as well as from interviews with different parties pertaining within the above two manifestations of the practice turn. Study I concerns whether there are signs of a practice turn in national policy regarding teacher education and how this is addressed in local policy. The study focuses on what is expressed regarding the opportunities student teachers are provided with in order to learn the profession of teaching. Study II explores how pre-school student teachers perceive their opportunities for learning within paired practicum at specific practice schools. Study III also addresses paired practicum within specific practice schools, but data is collected from mentors within upper secondary school regarding their perception of this way of organizing practice. Finally, Study IV concerns a work-integrated teacher education programme and how teacher educators perceive students´ opportunities for learning when they move between the contexts of work and university.  

The results mainly show that there is an ambivalence concerning what should be given the most value regarding student teachers´ opportunities for learning. Findings also show that the manifestations of ‘the practice turn’ imply a shifting of positions for student-teachers as well as mentors and university teachers. The four studies also identify that the organizational structures of practice have implications for what opportunities for learning students are provided with. Thus, structural changes regarding practice within teacher education enfold that adequate curriculum changes are needed. Furthermore, changes at an organizational level at university, at the connected specific practice schools, and in the workplaces where work-integrated student-teachers are employed are needed. 

Place, publisher, year, edition, pages
Eskilstuna: Mälardalens universitet, 2022.
Series
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 361Mälardalen Studies in Educational Sciences ; 52
Keywords [en]
specific practice schools, paired practicum, work-integrated teacher education, spectator knowledge, participant knowledge, boundary crossing
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-59176ISBN: 978-91-7485-558-6 (print)OAI: oai:DiVA.org:mdh-59176DiVA, id: diva2:1671900
Public defence
2022-09-09, A2-004, Mälardalens universitet, Eskilstuna, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2022-06-21 Created: 2022-06-17 Last updated: 2022-08-19Bibliographically approved
List of papers
1. Learning to teach as a two-sided endeavor: mentors perceptions of paired practicum in initial teacher education
Open this publication in new window or tab >>Learning to teach as a two-sided endeavor: mentors perceptions of paired practicum in initial teacher education
2022 (English)In: Teaching Education, ISSN 1047-6210, E-ISSN 1470-1286, no 4, p. 454-469Article in journal (Refereed) Published
Abstract [en]

In this article, mentors' perceptions of paired practicum in initial teacher education in Sweden are studied. Taking the mentors' perspective, we describe the potentials and the pitfalls of paired practicum. The pros and cons of the model are analyzed from a perspective of learning the vocation of teaching as a two-sided endeavor. Inspired by a modified Aristotelian perspective, we use the terms participant knowledge and spectator knowledge to conceptualize the learning of two different forms of knowledge. Qualitative data were gathered through interviews with five mentors and analyzed using an abductive process. The analysis reveals that paired practicum facilitates a potential for learning mainly a distanced and propositional spectator knowledge while the learning of a contextual and practical participant knowledge seems to be obstructed. For instance, paired practicum seems to prolong the peripheral position of the students and their opportunities to gain participatory knowledge. Results also show that there is a discrepancy between the pedagogical intentions of paired practicum and the concrete possibilities for realizing these in practice. The limitations of the paired practicum model, and how these can be overcome, both at individual and organizational level, are highlighted.

National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-56203 (URN)10.1080/10476210.2021.1978967 (DOI)000702632200001 ()2-s2.0-85115837824 (Scopus ID)
Available from: 2021-10-14 Created: 2021-10-14 Last updated: 2022-11-17Bibliographically approved
2. Learning as Peers in Practice – An Obstacle or Support for Student Teachers’ Vocational Learning?
Open this publication in new window or tab >>Learning as Peers in Practice – An Obstacle or Support for Student Teachers’ Vocational Learning?
2021 (English)In: Educational Practice and Theory, ISSN 1323-577X, E-ISSN 0156-0905, Vol. 43, no 1, p. 77-97Article in journal (Refereed) Published
Abstract [en]

Re-organization of practicum within Initial Teacher Education in Sweden has initiated changes of supprt for student teachers. This article discusses learning during practice, where student teachers are placed with peer students, and what this method of learning indicates how student teachers should learn the profession of teaching. This article examines perceived consequences when student teachers collaborate during practice within ITE. I make use of the concepts of participatory perspective, where practical knowledge is learned through taking part in practice, and spectator perspective, where practical knowledge is learned through reflecting together with peers. This article illuminates how different forms of learning are experienced and valued in this part of teacher education. A case study was conducted among ITE preschool students implementing their final period of practice. Findings show that when student teachers implement practice together, perceptions are that learing through a spectator perspective is seen as an obstacle for learning the profession of teaching authentically. 

Keywords
assessment, collaboration, teacher education reforms, participatory perspective, spectator perspective, peer learning, Sweden, teacher education, teacher practice
National Category
Humanities and the Arts Social Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-59113 (URN)10.7459/ept/43.1.06 (DOI)2-s2.0-85107474569 (Scopus ID)
Available from: 2022-06-16 Created: 2022-06-16 Last updated: 2022-06-22Bibliographically approved

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Jederud, Sandra

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