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In-service training programmes for mathematics teachers nested in transnational policy discourses
Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
2015 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 39, no 1, 94-109 p.Article in journal (Refereed) Published
Abstract [en]

Results in mathematics on international knowledge surveys like Programme for International Student Assessment (PISA )and Trends in International Mathematics and Science Study (TIMSS) have become one of the most important factors for the perceived success or failure of schools and even entire education systems in the policy arena. In this article we explore the complex recontextualising processes that occur when translating educational policy into actual programmes for teachers’ education. First, the transnational education policy discourse(s) of teachers´ in-service training with a focus on mathematics will be explored. Second, we examine how this transnational discourse is recontextualised in a national policy discourse resulting in a national reform programme for in-service training of mathematics teachers in Sweden. In a third step, concrete teacher training courses in mathematics are examined. The result shows a convergence between the official policy discourse and the pedagogic recontextualising field in terms of a broad teaching repertoire and peer discussions about reflections on certain common objects of learning.

Place, publisher, year, edition, pages
2015. Vol. 39, no 1, 94-109 p.
Keyword [en]
mathematics education; in-service training; education policy; recontextualisation
National Category
Research subject
Education and Learning
URN: urn:nbn:se:du-20304DOI: 10.1080/02619768.2015.1101062ISI: 000370517700007OAI: oai:DiVA.org:du-20304DiVA: diva2:874277
Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2016-03-29Bibliographically approved

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Erixon, Eva-Lena
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