scholarly journals Organising the ‘industrialisation of instruction’: Pedagogical discourses in the Swedish Primary Teacher Education programme

2019 ◽  
Vol 1 (1) ◽  
pp. 37-59
Author(s):  
Lena Sjöberg
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
National Policy ◽  
Education Programme ◽  
Primary Teacher ◽  
Local Policy ◽  
Policy Practice ◽  
Primary Teacher Education ◽  
Pedagogical Discourses ◽  
Empirical Material

This study examines the organisation of the Swedish Primary Teacher Education (PTE) programme by studying a local educational policy practice. The empirical material consists of policy documents and interviews with teacher educators at a large university. The study focuses on the pedagogical discourses in teacher education, by studying whether the examinations, courses, and education are based on insulation or integrating principles, that is, strong or weak classification. The results of the study show that both the national policy text and the local organisation are based on principles and rationalities of strong classification, where the local policy practice is both constructed through and affected by commodification and market rationalities.

scholarly journals Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme

2019 ◽  
Vol 8 ◽  
Author(s):  
Proscovia S. Nantongo
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Inclusive Education ◽  
Curriculum Design ◽  
Policy Design ◽  
Daily Practice ◽  
Education Programme ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Group Interviews

Background: Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.Objectives: This study aimed to explicate education practitioners’ interpretations of Uganda’s flagship inclusive education programme in preservice primary teacher education.Method: Drawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.Results: Three main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a ‘label’ under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.Conclusion: Uganda’s flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.

Drivers and Blockers: Embedding Education for Sustainability (EfS) in Primary Teacher Education

2012 ◽  
Vol 28 (1) ◽  
pp. 42-56 ◽  
Author(s):  
Sue Wilson
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Primary Teacher ◽  
Education For Sustainability ◽  
Successful Implementation ◽  
International Trends ◽  
Primary Teacher Education ◽  
Group Interviews ◽  
School Curricula

AbstractThe growing emphasis on sustainability in school curricula in Australia reflects international trends in education. Teacher education is a vital strategy for the incorporation of Education for Sustainability (EfS) in school curricula. Research to identify drivers and barriers to embedding EfS across a primary teacher education program in an Australian university is the focus of this article. Using a mixed methods approach, data were gathered through document and unit outline audits, a self-efficacy pre-service teacher (PST) survey, and staff and PST focus group interviews. The audits identified a foundation of EfS principles and content across units. Lecturers identified societal and personal drivers and blockers to embedding EfS across the course, with lack of time considered the biggest blocker, which is also consistent with existing school-based research on the nature of teachers' work. PST responses described successful learning outcomes; however, confidence towards teaching sustainability varied. PST reported that the incorporation of community networks in their course provided enriching experiences. Embedding EfS involves values, sustainability concerns and appropriate knowledge and skills. Successful implementation will depend on the development of appropriate understandings of teacher educators.

scholarly journals CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA

2013 ◽  
Vol 52 (1) ◽  
pp. 35-47
Author(s):  
Alice Merab Kagoda ◽  
Betty Akullu Ezati
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Primary Education ◽  
Primary Schools ◽  
Teacher Educators ◽  
Primary Teacher ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Teacher Training Colleges ◽  
Primary Teacher Education

With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.

scholarly journals På jakt etter fagdidaktikk i nasjonale retningslinjer for grunnskolelærerutdanningens matematikkfag

2016 ◽  
Vol 10 (3) ◽  
pp. 6
Author(s):  
Reidar Mosvold ◽  
Brit Hanssen ◽  
Janne Fauskanger
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
National Curriculum ◽  
Mathematical Knowledge For Teaching ◽  
Education Programme ◽  
Teaching Profession ◽  
Primary Teacher ◽  
National Guidelines ◽  
Knowledge For Teaching ◽  
The Relationship

Forskriften for grunnskolelærerutdanning løfter fram fagdidaktikk som et sentralt og gjennomgående tema i utdanningen, mens mange lærerstudenter opplever at det er lite fagdidaktisk fokus i enkelte fag. En mulig forklaring på dette kan være at lærerutdannere ikke har et felles didaktisk språk og at forholdet mellom fag og fagdidaktikk ikke er avklart. I denne studien retter vi blikket mot oss selv som lærerutdannere og analyserer to av artikkelforfatternes refleksjoner omkring nasjonale retningslinjer i matematikk for GLU 1–7, når vi diskuterer hvordan ulike forforståelser preger lesingen og tolkningen av teksten. Den ene leseren (en fagpedagog) opplever at fagdidaktikkbegrepet rent eksplisitt er fraværende i læreplanteksten, mens den andre leseren (en matematikkdidaktiker) ser begrepet implisitt i teksten. Med utgangspunkt i ulike forforståelser og tolkninger, mener vi det er nødvendig at lærerutdannere diskuterer sentrale profesjonsbegreper som fagdidaktikk for å utvikle et felles didaktisk språk og for å avklare forholdet mellom fag og fagdidaktikk. Slik vil didaktikk kunne bli mer synlig i utdanningen og læreplantekstene få en sterkere didaktisk innramming.Nøkkelord: didaktikk, undervisningskunnskap i matematikk, forforståelser, tolkning.AbstractStudent teachers experience lack of focus on subject didactics in some subjects in teacher education, whereas the national curriculum regulations emphasize this as a cohesive theme. A possible explanation might be that teacher educators have no common didactical language and that there is lack of clarity in the relationship between subject and subject didactics. In this study, we analyse the reflections of two of the authors on the national guidelines for mathematics in the primary teacher education programme for years 1–7, in which we discuss how different preconceptions influence our reading and interpretation of this text. One reader (with a background in pedagogy) contends that the concept of subject didactics is not explicitly present in the curriculum text, whereas the other reader (with a background in mathematics education) considers the concept to be implicitly present. Based on such diverging preconceptions and interpretations, we suggest that teacher educators need to discuss core concepts of the teaching profession – such as subject didactics – in order to develop a common didactical language and to clarify the relationship between subject and subject didactics in teacher education. This could contribute to improving the visibility of didactics in teacher education, and the curriculum guidelines might get a stronger didactical framing.Keywords: didactics, mathematical knowledge for teaching, preconceptions, interpretation.

Sign in / Sign up

Export Citation Format

Share Document