Constraints and Meaning-Making: Dealing With the Multifacetedness of Social Studies in Audited Teaching Practices.

Autor/in	Strandler, Ola
Titel	Constraints and Meaning-Making: Dealing With the Multifacetedness of Social Studies in Audited Teaching Practices.
Quelle	In: Journal of social science education, 16 (2017) 1, S. 56-67Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/UNIBI/jsse-v16-i1-1489
Schlagwörter	Empirische Untersuchung; Bewertung; Bildungspolitik; Politische Bildung; Lehrerverhalten; Schweden; Bildungspolitik; Transparenz; Meinungsäußerung; Lehrerverhalten; Unterrichtsinhalt; Politische Bildung; Sozialwissenschaftlicher Unterricht; Bewertung; Meinungsäußerung; Transparenz; Schweden
Abstract	Purpose: The backdrop of the article is the emergence of an international and politically motivated ambition that aims at standardising the purpose and outcomes of teaching practices via various forms of outcome controls. This ambition of standardisation is discussed in a Swedish context in relation to social studies teaching, which, at its core, has highly diverse and sometimes conflicting aims and purposes. The purpose of the article is to analyse tensions that arise in practice as ten experienced Swedish social studies teachers implement outcome-focused reforms in their teaching, and to critically discuss implications for social studies teaching. Method: Interviews, observations and a conceptual framework built on Paul Ricoeur's discussion on the concept of practical reason has been used to analyse tensions that arose when the teachers implemented standardised tests and grading. Findings: Teaching practices shifted from social studies extrinsic dimensions (emphasising an open and individual understanding from social issues) toward social studies intrinsic dimensions (emphasising knowledge about a predetermined content) as a result of policy changes, teachers meaning-making of the reforms, and in relation to external constraints. In conclusion, it is argued that this shift risks circumscribing tools that can be used to deal with inherently complex subject dimensions (Original übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2019/1