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Konsumtionsuppsatser som ny bedömningspraktik för lärarutbildare [Systematic reviews as new assessment practice for teacher educators]
Malmö universitet, Malmö, Sweden.
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. (TekNaD)ORCID iD: 0000-0002-6859-1420
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. (TekNaD)
Göteborgs universitet, Gothenburg, Sweden.
2019 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, ISSN 1401-6788, Vol. 24, no 1Article in journal (Refereed) Published
Abstract [sv]

Vid den senaste lärarutbildningsreformen beslutades att på de flesta lärarutbildningsprogrammen ska lärarstudenter skriva självständiga arbeten omfattande totalt 30 högskolepoäng. Vid många lärosäten har detta lett till en uppdelning i två olika självständiga arbeten: en konsumtions- och en produktionsuppsats. Denna studie undersöker om konsumtionsuppsatser – en typ av kunskapsöversikter – innebär en ny bedömningspraktik för lärarutbildare som examinatorer. Examinatorer vid lärosäten med lärarutbildning har blivit intervjuade och fått besvara en enkät rörande dessa bedömningskriterier. Resultaten indikerar att en majoritet av examinatorerna inte ser stora skillnader mellan att bedöma en konsumtionsuppsats och en mer traditionell produktionsuppsats där egen empiri i form av till exempel intervjuer samlas in och analyseras. Vid intervjuerna framkom dock några skillnader mellan de två uppsatstyperna. Dessa hänger huvudsakligen ihop med antingen hur strukturen byggs upp, vad som är metod eller hur forskningsförankringen är framskriven. Slutsatsen blir att den nya form av uppsatser som konsumtionsuppsatser innebär inte tycks ha renderat i någon stor förändring av bedömningspraktiken hos examinatorerna.

Abstract [en]

One of the consequences of the latest Swedish teacher education reform from 2011 is that a student teacher is required to write two student theses during her studies. These student theses should together represent 30 ECTS. One common way to implement this requirement is that the student writes two theses, where the first one is a systematic review of earlier research and the second one a more traditional empirical thesis. This article investigates if this new type of student thesis – that is, systematic reviews written by students as the first part of the requirements for teacher qualification, also involves a new kind of assessment practice for the examiners at the teacher education programmes. In the student thesis the student is supposed to demonstrate skills concerning several formal learning aims of the teacher education to obtain their qualifications. These include to follow the development of knowledge within a field and solve problems. The student thesis is not only important for the individual student to obtain qualifications, but has also been used to evaluate the teacher education programmes. Despite its significance for students and schools of education, very little research has been conducted on practices in the assessment of systematic reviews. Earlier research related to assessment of student theses demonstrates the difficulties with agreement in assessment practice. The results from earlier studies regarding the importance of the examiners’ background present a divided picture. While some research point to the examiners’ own subject or experience as important when judging theses, other studies do not.

Place, publisher, year, edition, pages
2019. Vol. 24, no 1
Keywords [en]
Assessment crititerium, assessment practice, teacher education, construct
Keywords [sv]
bedömningskriterie, konsumtionsuppsats, bedömningspraktik, lärarutbildning, konstrukt
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-155135DOI: 10.15626/pfs24.1.03OAI: oai:DiVA.org:liu-155135DiVA, id: diva2:1297442
Funder
Swedish Research CouncilAvailable from: 2019-03-19 Created: 2019-03-19 Last updated: 2019-04-26Bibliographically approved

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Björklund, Lars

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