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  • 1.
    Alatalo, Tarja
    et al.
    Högskolan Dalarna, Institutionen för lärarutbildning, Pedagogiskt arbete.
    Hansson, Åse
    Göteborgs universitet.
    Johansson, Stefan
    Göteborgs universitet.
    Teachers’ academic achievement: evidence from Swedish longitudinal register data2021Ingår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 47, nr 1, s. 60-80Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The difficulty recruiting competent teachers is widespread, and the status of the teaching profession is on the decline. Sweden is just one country with these problems. Using longitudinal register data for every teacher in Sweden born between 1972 and 1998, the present study investigates changes in teachers’ own school grades to shed light on patterns of recruitment to the teaching profession. The main methods were regression analysis and descriptive statistics. Results showed a significant decline in teachers’ grade average between 1996 and 2016, with certified teachers having a higher grade average than uncertified teachers throughout this period. Grades of primary school teachers were lower compared with those of secondary school teachers. Higher grade average for secondary school teachers of natural science subjects compared with teachers of other subjects was also observed. The decline in teachers’ grades is a factor characterizing changed recruitment patterns and one likely to affect teacher quality. 

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  • 2. Christiansen, I. M.
    et al.
    Erixon, Eva-Lena
    Högskolan Dalarna, Institutionen för lärarutbildning, Matematikdidaktik.
    Opportunities to learn mathematics pedagogy and learning to teach mathematics in Swedish mathematics teacher education: A survey of student experiences2021Ingår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A research-based teacher education rests on research on the practices of teacher education. We undertook a survey of the opportunities to learn mathematics pedagogy and to teach mathematics perceived by students in their last year of teacher education. Questionnaires were distributed to 753 students graduating in June 2020 from 13 Swedish universities, and the response rate was 11.2%. Overall, new graduates perceived good opportunities to learn mathematics pedagogy, but there were substantial variations in opportunities to learn specific competencies of teaching, such as analysing learners’ answers or leading a mathematical discussion. A similar unevenness in perceived opportunities to learn from the practicum experience was found. These results point to less-than-optimal opportunities to learn core practices of mathematics teaching. We recommend that institutions take a more systematic approach to programme coverage, and to create opportunities to use theory/research to deconstruct practice and to inform rehearsing ‘approximations of practice’ in campus-based activities. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

  • 3.
    Erixon, Eva-Lena
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Matematikdidaktik.
    Wahlström, Ninni
    Linnéuniversitetet.
    In-service training programmes for mathematics teachers nested in transnational policy discourses2015Ingår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 39, nr 1, s. 94-109Artikel i tidskrift (Refereegranskat)
    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.

  • 4. Humphrey, Neil
    et al.
    Bartolo, Paul
    Ale, Peter
    Calleja, Colin
    Hofsaess, Thomas
    Janikova, Vera
    Lous, Annemieke Mol
    Vilkiene, Vida
    Wetso, Gun-Marie
    Högskolan Dalarna, Akademin Utbildning och humaniora, Pedagogik.
    Understanding and responding to diversity in the primary classroom: an international study2006Ingår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 29, nr 3, s. 305-318Artikel i tidskrift (Refereegranskat)
  • 5.
    Häggström, Margaretha
    Göteborgs universitet.
    Teacher education: student teachers’ ethics-related experiences from their placements in Uganda2022Ingår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Practical experience and first-hand insight into the school systems of other countries enables student teachers to cultivate global understanding. Teacher education programme in Sweden has four placements. Student teachers are encouraged to complete one of these abroad. The aim with this study is to examine student teachers’ experiences of teaching primary school pupils in Uganda. The study underpins by the concepts of ethical literacy, the other and action readiness. Student teachers’ reflections on their experiences deal with the emotions that are aroused in their process work of becoming a teacher. The results show that the experiences from teaching in a postcolonial school system were overwhelming for the student teachers involved. The study raises concerns about the incentives to develop future teacher qualities versus arranging internships abroad to develop students’ personal growth.

  • 6.
    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 England2010Ingår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 33, nr 2, s. 201-218Artikel i tidskrift (Refereegranskat)
    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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