A Comparative Study of Special Educator Preparation in Norway and Sweden

Autor/inn/en	Cameron, David Lansing; Tveit, Anne Dorthe; Jortveit, Maryann; Lindqvist, Gunilla; Göransson, Kerstin; Nilholm, Claes
Titel	A Comparative Study of Special Educator Preparation in Norway and Sweden
Quelle	In: British Journal of Special Education, 45 (2018) 3, S.256-276 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12231
Schlagwörter	Foreign Countries; Comparative Education; Special Education; Special Education Teachers; Preservice Teacher Education; Student Attitudes; Readiness; Teaching Methods; Goal Orientation; Educational Development; Inclusion; Learning Problems; Behavior Problems; National Standards; Norway; Sweden + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Zielorientierung; Zielvorstellung; Bildungsentwicklung; Inklusion; Lernproblem; Norwegen; Schweden
Abstract	The purpose of this study was to explore similarities and differences between special educator preparation in Norway and in Sweden. Graduates of special education programmes at two Norwegian (n = 320) and two Swedish universities (n = 425) who completed their training between 2001 and 2012 responded to surveys. Findings indicate that both Swedish and Norwegian graduates felt prepared for their current work and that teaching approaches employed in the different programmes were similar. However, there appears to be a stronger focus on pupils' social goals in Sweden, as well as on advising teachers, school development and promoting inclusive environments. In contrast, Norwegian participants reported a greater focus on preparation to work with specific types of learning and behavioural difficulties. Findings are discussed in relation to differing political and social structures, such as national regulations for steering special educator preparation in Sweden, which are absent in the Norwegian context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01