Let's Talk about Teacher Education! Analysing the Media Debates in 2016-2017 on Teacher Education Using Sweden as a Case

Autor/inn/en	Edling, Silvia; Liljestrand, Johan
Titel	Let's Talk about Teacher Education! Analysing the Media Debates in 2016-2017 on Teacher Education Using Sweden as a Case
Quelle	In: Asia-Pacific Journal of Teacher Education, 48 (2020) 3, S.251-266 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2019.1631255
Schlagwörter	Case Studies; Postmodernism; Mass Media Role; Newspapers; Content Analysis; Barriers; Professionalism; Discipline; Teacher Shortage; Psychology; Neurosciences; Foreign Countries; News Reporting; Politics of Education; Criticism; Teacher Responsibility; Knowledge Base for Teaching; Teacher Education; Sweden + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Postmoderne; Newspaper; Zeitung; Inhaltsanalyse; Professionalität; Disziplin; Lehrermangel; Psychologie; Neuroscience; Neurowissenschaften; Neurowissenschaft; Ausland; News report; Reportage; Educational policy; Bildungspolitik; Kritik; Lehrverpflichtung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerausbildung; Lehrerbildung; Schweden
Abstract	The purpose of the paper is to contribute to research on the media's role in naming and framing the debate about teacher education using Sweden as a case study. This is done by analysing how articles published in four major Swedish newspapers from 2016-2017 define: (a) the challenges/strengths of current teacher education and (b) the kind of teacher professionalism that the descriptions give rise to. Using content analysis, the study shows that the media mainly emphasises the negative aspects of teacher education and, in particular, scepticism of the scientific basis where postmodernism is regarded as problematic and needing to be replaced by cognitive science due to the insufficient knowledge of teachers and student teachers, the shortage of teachers in the country as a whole and disciplinary problems in the classroom. The debate is primarily fuelled by those outside the field of educational research, who argue that psychology and neuroscience scholars should have the power to define the content of education, which indicates a view of professionalism as inside-out-professionalism. There are more nuanced approaches to teacher education as well, but these are marginalised. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01