tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper explores school leaders’ and teachers’ ideas about drivers of improvement at local level in the decentralised Swedish school system. An institutional perspective is applied to investigate how institutional logics at macro level are played out at micro level in improvement processes. The paper draws on a three-year collaborative research project between a research team at a Swedish university and a municipality. Data emanate from interviews with 40 school leaders and 495 teachers in schools and preschools. The findings provide in-depth descriptions of how ideas based in coexisting logics generate tension and support in the organisations and thus provide an important contribution to our understanding of change processes in schools and preschools, and the challenges that accompany… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The aim is to describe special education teacher students’ learning in the field of tension between informal learning during day-to-day work and formal university education. From the theoretical framework of Wenger-Trayner and Wenger-Trayner, we perceive the students as moving on a learning trajectory through a landscape of practice. The students visit some of the landscapes of practice and others they ignore. The students are rejected in some landscapes and in others they are welcomed. The students are experiences of identification as well as dis-identification. Quantitative data were generated from surveys with students at the beginning of their training, at the end of their studies, or after graduation. The results of the questionnaire indicate that the length of time… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The tension between academic and professional aims of engineering education is a remarkably consistent challenge facing engineering educators. Here, some historical roots of this issue are traced through the life and work of Carl Richard Söderberg (1895–1979), who emigrated from Sweden to the US for an illustrious industrial and academic career. While Söderberg was a proponent for a more science-based curriculum, his rationale was related to solving real professional problems, and he would come to criticise the distancing of engineering education from engineering practice. Söderberg’s views are compared to a present-day reform concept for engineering education, the CDIO approach, founded by MIT and three Swedish universities. The similarities show the persistence of the issue, as many of Söderberg’s… Continue Reading →
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eric.ed.gov har udgivet: This paper presents partial results of a completed study which investigated the experience of teaching mathematics content courses to preservice elementary teachers. Interviews with ten mathematics instructors who teach these courses revealed several major tensions, including one that arises as instructors strive to set priorities and balance their affective and cognitive goals for their students. An analysis of three of the instructors’ experiences of this particular tension will provide insight into the factors that contribute to it and how it is managed. [For the complete proceedings, see ED584829.] Link til kilde
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