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  • 1.
    Erixon, Eva-Lena
    et al.
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Wahlström, Ninni
    Linnéuniversitetet.
    In-service training programmes for mathematics teachers nested in transnational policy discourses2015In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 39, no 1, p. 94-109Article in journal (Refereed)
    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.

  • 2. Humphrey, Neil
    et al.
    Bartolo, Paul
    Ale, Peter
    Calleja, Colin
    Hofsaess, Thomas
    Janikova, Vera
    Lous, Annemieke Mol
    Vilkiene, Vida
    Wetso, Gun-Marie
    Dalarna University, School of Education and Humanities, Education.
    Understanding and responding to diversity in the primary classroom: an international study2006In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 29, no 3, p. 305-318Article in journal (Refereed)
  • 3.
    Sandström Kjellin, Margareta
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Stier, Jonas
    Mälardalens högskola, Akademin för hållbar samhälls- och teknikutveckling.
    Einarson, Tanja
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Davies, Trevor
    The University of Reading, UK.
    Asunta, Tuula
    The University of Jyväskylä, Finland.
    Pupils' voices about citizenship education: comparative case studies in Finland, Sweden and England2010In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 33, no 2, p. 201-218Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to present and discuss a study in which Finnish, Englishand Swedish pupils’ understanding of citizenship education with regard to: (a)political literacy; and (b) attitudes and values was explored. The study was a crossnational,multiple case study and data were collected through 18 focus groupdialogues with 15-year-old pupils. Results showed that English pupils were muchmore well-informed about rights and responsibilities than their Nordiccounterparts and also more skilled rhetorically, but appeared less accustomed toopen and confident relationships with adults than the Swedish pupils. Finnishpupils did not seem to be encouraged to talk; instead they kept their thoughts andfeelings to themselves. One conclusion, among others, was that the studyilluminates conditions for the development of a so-called key competence – i.e.,‘interpersonal, intercultural, social and civic competence’.

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