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The Assessment of student teachers’ academic and professional knowledge in school-based teacher education
Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning.
2010 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, no 2, 151-171 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to scrutinize the assessment of teacher knowledge in a school-based course at one Swedish pre-service teacher education (TE) programme. In a General Education school-based course teacher educators visit the student teachers at their school placements and meet them and their school mentors in student-teaching conferences to assess their teacher knowledge. The findings primarily show that the assessment procedures are influenced by teacher educators’ organisation of the school visits and conferences. Secondly, the organisation of the school visits and conferences influences who the potential and actual assessors at the conferences can be and are. Thirdly, the assessed student teacher knowledge at the conferences is described as procedural knowledge in a knowledge-in-practice perspective, almost exclusively in the area of relational, emotional and caring learning objectives and aspects of teaching activities. Fourthly, the findings show that propositional knowledge in a knowledge-for-practice perspective is hardly mentioned or assessed.

Place, publisher, year, edition, pages
Taylor & Francis, 2010. Vol. 54, no 2, 151-171 p.
Keyword [en]
Academic and professional teacher knowledge; Assessment of student teachers; School-based teacher education
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:liu:diva-52446DOI: 10.1080/00313831003637931OAI: oai:DiVA.org:liu-52446DiVA: diva2:282691
Available from: 2009-12-21 Created: 2009-12-21 Last updated: 2017-12-12Bibliographically approved
In thesis
1. Mellan akademi och profession: Hur lärarkunskap formuleras och bedöms i verksamhetsförlagd lärarutbildning
Open this publication in new window or tab >>Mellan akademi och profession: Hur lärarkunskap formuleras och bedöms i verksamhetsförlagd lärarutbildning
2010 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

Syftet med avhandlingen är att granska hur lärarkunskap formuleras och bedöms i verksamhetsförlagd utbildning (VFU) inom svensk lärarutbildning. Utgångspunkten tas i det faktum att lärares yrkeskunskaper under lång tid varit uppdelade och beskrivna som teoretiska och praktiska, till exempel uttryckta som lärares tänkande respektive lärares handlande, eller vad lärare vet och vad lärare kan utföra. Det senaste policydokumentet för svensk lärarutbildning speglar denna uppdelning och poängterar vikten av en integrering av det teoretiska och praktiska under såväl högskoleförlagd utbildning (HFU) som VFU. Därmed finns det policyintentioner kring en mer forskningsgrundad VFU samtidigt som HFU anmodas ta sin utgångspunkt i erfarenhetsgrundad kunskap.

Som analysverktyg används ett kunskapsteoretiskt ramverk där lärarkunskap förstås som påståendekunskap eller procedurkunskap och kunskap-för-praktiken (forskningsgrundad) eller kunskap-i-praktiken (erfarenhetsgrundad). I Studie I granskas kunskapsmål, riktade mot VFU, vid sjutton lärarprogram i Sverige. I Studie II och Studie III granskas bedömningssamtal i två olika VFU-kurser vid ett (1) lärarprogram i Sverige.

Resultaten från Studie I visar att kunskapsmålen kan förstås som ett mischmasch av lärares påstående- och procedurkunskaper, där procedurkunskaperna dominerar, och kunskapsmålens kunskapsgrunder kan svårligen spåras. I Studie II och Studie III arrangerar lärarutbildarna sina skolbesök och bedömningssamtal på olika sätt vilket påverkar vilka av, och hur, lärarstudenternas kunskaper bedöms. I Studie II besöker lärarutbildarna lärarstudenterna vid deras skolplaceringar men gör inga lektionsobservationer innan bedömningssamtalen. I Studie III görs lektionsobservationer. Resultaten från de båda studierna visar att bedömningssamtalen explicit kännetecknas av en formativ bedömning där lärarstudenternas procedurkunskaper och kunskap-i-praktiken fokuseras. En bedömning av påståendekunskaper och kunskaper-för-praktiken kan svårligen spåras. I Studie III analyseras bedömningen av lärarstudenternas procedurala kunskaper-i-praktiken även med hjälp av ett ramverk av modeller för bedömning av yrkeskunskap. Resultatet visar att bedömningen av lärarstudenternas procedurkunskaper karaktäriseras av en holistisk modell där lärarutbildarna refererar till flera olika omständigheter som påverkar lärarstudenternas handlingar, med koppling till deras egna erfarenhetsgrundade och tysta yrkeskunskaper, snarare än till kursernas formella kunskapsmål.

En diskussion förs om frånvaron av kunskap-för-praktiken i VFU i relation till teorier om yrkeskunskap och yrkeslärande. Vidare diskuteras den tydliga närvaron av kunskap-i-praktiken i VFU i relation till teorier om de tysta dimensionerna av yrkeskunskap.

Abstract [en]

The purpose of the dissertation is to examine how teacher knowledge is formulated and assessed in the school-based education (SBE) in Swedish teacher education. The basis is that teachers’ vocational knowledge has been divided and described as theoretical and practical, i.e., expressed as teachers’ thinking versus their actions, or what teachers know in relation to what they can do. The recent policy document for Swedish teacher education reflects this division and stresses the importance of integrating practice and theory within both university-based education as well as SBE. Thus, the intention of the policy is directed towards a more research-based SBE at the same time the university-based education is proposed to take its starting point in experience-based knowledge.

An epistemological analytical tool is used where teacher knowledge is understood as being propositional or procedural, and knowledge-for-practice (research-based) or knowledge-in-practice (experience-based). In Study I the learning objectives directed to SBE in seventeen Swedish teacher education programs are analyzed. In Study II and Study III student-teaching conferences in two different school-based courses at one (1) Swedish teacher education program are studied.

The results from Study I show that the learning objectives can be understood as a mishmash of propositional and procedural teacher knowledge, though procedural knowledge dominates, and the learning objectives’ basis of knowledge can hardly be traced. In Study II and Study III the teacher educators’ school visits and the studentteaching conferences are arranged in different ways, and affect what and how student teachers’ knowledge is assessed. In Study II teacher educators visit the student teachers at their school placements without having done any lesson observations prior the student-teaching conferences. In Study III observations are done. The results from these two studies show that the student-teaching conferences are explicitly characterized by formative assessments where student teachers’ procedural knowledge and knowledge-in-practice is emphasized. An assessment of propositional knowledge and knowledge-for-practice can hardly be traced. In Study III the assessment of student teachers’ procedural knowledge-in-practice is also analyzed within a framework of models for assessment of vocational knowledge. The results show that a holistic model characterizes the assessment of student teachers’ procedural knowledge where teacher educators refer to several circumstances that affect student teachers’ vocational actions, according to their experience-based and tacit teacher knowledge, rather than the course’s formal learning objectives.

A discussion is held about the absence of knowledge-for-practice in SBE, in relation to theories of vocational knowledge and vocational learning. Furthermore, the clear presence of knowledge-in-practice in SBE is discussed in accordance with theories of the tacit dimensions of vocational knowledge.

Publisher
113 p.
Series
Linköping Studies in Pedagogic Practices, ISSN 1653-0101 ; 12Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 148
Keyword
School-based teacher education, research- and experience-based teacher knowledge, assessment, learning objectives, tacit knowledge, Verksamhetsförlagd lärarutbildning, forsknings- och erfarenhetsgrundad lärarkunskap, bedömning, kunskapsmål, tyst kunskap
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-52449 (URN)978-91-7393-526-5 (ISBN)
Public defence
2010-01-15, I 101, Hus I, Campus Valla, Linköpings universitet, Linköping, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2009-12-21 Created: 2009-12-21 Last updated: 2010-02-05Bibliographically approved

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Hegender, Henrik

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