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Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policymaking and educational changes

Beach, D.; Bagley, C.; Eriksson, A.; Player-Koro, C.

Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policymaking and educational changes Thumbnail


Authors

D. Beach

C. Bagley

A. Eriksson

C. Player-Koro



Abstract

This article derives from policy ethnographic research on teacher-education change in Sweden concerning the development of a unified profession with a common professional-knowledge base. This was a social democratic government policy for teacher education from the 1950s up until 2007, when the newly elected right wing government turned away from unification and toward re-traditionalisation. Based on a meta-ethnographic analysis of the policy ethnographies the article illustrates resistance toward unification and raises critical questions concerning the intellectual foundations and integrity of reform processes. Attempts are also made to locate the disclosures in relation to international research.

Citation

Beach, D., Bagley, C., Eriksson, A., & Player-Koro, C. (2014). Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policymaking and educational changes. Teaching and Teacher Education, 44, 160-167. https://doi.org/10.1016/j.tate.2014.08.011

Journal Article Type Article
Acceptance Date Aug 26, 2014
Online Publication Date Sep 19, 2014
Publication Date Nov 1, 2014
Deposit Date Oct 13, 2014
Publicly Available Date Mar 29, 2024
Journal Teaching and Teacher Education
Print ISSN 0742-051X
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 44
Pages 160-167
DOI https://doi.org/10.1016/j.tate.2014.08.011
Keywords Bernstein, Meta-ethnography, Policy.

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Accepted Journal Article (343 Kb)
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Copyright Statement
NOTICE: this is the author’s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, 44, 2014, 10.1016/j.tate.2014.08.011.




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