“Research-based” and “profession-oriented” as prominent knowledge discourses in curriculum restructuring of professional programs

Afdal, Hilde Wågsås

doi:10.1007/s10734-016-9998-7

Cited by 33 publications

(21 citation statements)

References 25 publications

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“…One of the contributions of this study is that the overarching regulative discourse operative in the primary teacher education programmewhat it is guiding future teachers towardsis in line with results of previous studies done on education policy in Sweden (Beach andBagley 2012, 2013;Sjöberg 2011), and in the European perspective as well (Garm and Karlsen 2004;Cochran Smith 2005;Zeichner 2010Zeichner , 2012Wågsås Afdal 2012, 2013, 2016Sarakinioti and Tsatsaroni 2015). This shows the substantial influence global policy discourses have on educational practiceswhat they should look like and how they should be carried outand the way these discourses shape both policy and practice, nationally and internationally.…”

Section: Discourses a Related Question Was How The Assessment Practisupporting

confidence: 80%

The shaping of pre-service teachers’ professional knowledge base through assessments

Sjöberg

2018

European Journal of Teacher Education

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Today teachers and their professional knowledge base have become important, since knowledge has become a pivotal aspect of modern society. This study investigates the shaping of preservice teachers' knowledge base by studying the assessment practice in teacher education programmes for primary level teachers. The analytical focus lies on pedagogic discourses and what skills and competencies are legitimized in and through the assessment tasks. The results show that Swedish primary school preservice teachers are primarily trained to work with subject didactics, and focus is placed on being able to plan, carry out, and evaluate teaching in light of descriptive and normative learning theories, as well as the current curricula. One possible effect of this strong subject didactic focus is that teachers are not sufficiently trained to critically analyse the conditions determining their work, especially in view of current global and local policy trends.

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Section: Discourses a Related Question Was How The Assessment Practisupporting

confidence: 80%

The shaping of pre-service teachers’ professional knowledge base through assessments

Sjöberg

2018

European Journal of Teacher Education

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“…Teacher education is characterised by a variety of knowledge discourses. Examples include discourses that emphasise research-based education (Afdal & Spernes, 2018;Munthe & Rogne, 2015), professional relevance and practical knowledge (Afdal, 2017;Waege & Haugaløkken, 2013), and the importance of schooling as a tool for social justice (Cochran-Smith, 2010; Pantić, 2017). In educational policy, knowledge is increasingly used as a policy tool to shape both teacher education and notions of teacher professionalism (Mausethagen, Prøitz, & Skedsmo, 2017;Mausethagen & Smeby, 2016).…”

Section: A Discourse-analytical Approach To Knowledge Integrationmentioning

confidence: 99%

Knowledge Discourses and Coherence in Professional Education

Hermansen

2020

P&P

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In recent years, significant attention has been paid to the relationship between different knowledge domains in professional education, based on the assumption that achieving coherence between domains is important for student learning and educational quality. In particular, much research has addressed questions of knowledge integration across different sites of learning. However, less attention has been paid to the epistemic diversity of the campus-based programme context and to how relationships between knowledge domains are constructed within epistemically diverse professional programmes. This article addresses this gap by examining how program leaders discursively position disciplinary knowledge in relation to the mandate of teacher education. The data consist of interviews and logs from 20 program leaders at four higher education institutions. The analysis identifies four accounts of the role of disciplinary knowledge in teacher education. The article concludes by discussing implications for efforts to achieve coherence and knowledge integration in professional education.

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“…The study is informed by the debates around what constitutes professional knowledge for teachers, which is a concern in several countries. For example, Afdal's studies of a Norwegian and a Finnish teacher education programme engage with the extent to which principled knowledge about specific professional problems and theory-based decisions are highlighted in curricula (Afdal, 2013(Afdal, , 2014(Afdal, , 2016. She notes that the Finnish five-year Masters had a greater focus on research and conceptual coherence, while the Norwegian general professional programme had a stronger focus on context.…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

Contexts and concepts: analysing learning tasks in a foundation phase teacher education programme in South Africa

Christiansen

Bertram

Mukeredzi

2018

Asia-Pacific Journal of Teacher Education

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Within teacher education, there is ongoing debate about the nature and extent of the propositional and conceptual knowledge that teachers need. In this paper we interrogate the learning tasks detailed in six learning modules offered in a formal qualification for South African Foundation Phase (grade R-3) teachers. Our purpose is to analyse to what extent the in-text informal learning tasks foreground the conceptual object of study or the practicebased context, and thus the extent to which these tasks require teachers to develop systematic conceptual knowledge which is clearly related to practice. Tasks which make visible both the conceptual object of study and the practice-based context are most likely to enable teachers to systematise ideas, and thus build professional judgement. Our findings show that there are differences between the six modules, but that generally the conceptual object of study is not made strongly visible in the learning tasks, except in the mathematics education modules. We argue that this will have implications for the development of the student teachers' systematised knowledge and professional judgement. ARTICLE HISTORY

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“Research-based” and “profession-oriented” as prominent knowledge discourses in curriculum restructuring of professional programs

Cited by 33 publications

References 25 publications

The shaping of pre-service teachers’ professional knowledge base through assessments

The shaping of pre-service teachers’ professional knowledge base through assessments

Knowledge Discourses and Coherence in Professional Education

Contexts and concepts: analysing learning tasks in a foundation phase teacher education programme in South Africa

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