Exploring Potentialities for Cosmopolitan Learning in Swedish Teacher Education

Autor/in	Scheja, Max
Titel	Exploring Potentialities for Cosmopolitan Learning in Swedish Teacher Education
Quelle	In: Policy Futures in Education, 13 (2015) 6, S.775-787 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210315595787
Schlagwörter	Teacher Education; Foreign Countries; Student Teachers; Learning Processes; Student Teacher Attitudes; Interviews; Audio Equipment; Reflection; Educational Philosophy; Global Approach; Cognitive Style; Educational Policy; Policy Formation; Sweden + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Learning process; Lernprozess; Interviewing; Interviewtechnik; Audio-CD; Bildungsphilosophie; Erziehungsphilosophie; Globales Denken; Cognitive styles; Kognitiver Stil; Politics of education; Bildungspolitik; Politische Betätigung; Schweden
Abstract	This study aimed to explore student teachers' experiences of learning in teacher education, with a focus on how students describe their ways of thinking about their own learning in relation to their future professional role as teachers and how these descriptions relate to emerging cosmopolitan visions for student learning in teacher education. Data were collected through qualitative interviews with a small sample of student teachers at two Swedish universities. Thirty student teachers writing their final exam papers were invited to participate in an interview. Of these, 14 volunteered for audio-recorded, individual interviews exploring the students' experiences of studying and learning. The analysis drew on a conceptual framework developed in research on students' approaches to studying and learning and focused on how students described their experiences of learning in the course of studying, with an emphasis on the ways in which students reflected on their own emergent understandings of knowledge that they believe to be central to the process of becoming a professional teacher. These reflective accounts were subsequently analysed with a focus on the ways in which they connect to current philosophical ideas of cosmopolitan learning in teacher education. While the student teachers did not explicitly link their own understandings of what is involved in becoming a teacher to any cosmopolitan views raised in their teacher education, their ways of thinking about their own emergent professional understanding of teaching revealed a certain reflexive potential that can be linked to ideas of cosmopolitan learning in teacher education. This study contributes to educational research by linking an empirically derived conceptualisation of student learning in higher education to broader philosophical visions of higher education specifically addressing the challenges that teacher education faces in the light of the globalisation of society as a whole. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01