Pedagogic Discourses in the Swedish Primary Teacher Education Programme from a Subject Perspective

Autor/in	Sjöberg, Lena
Titel	Pedagogic Discourses in the Swedish Primary Teacher Education Programme from a Subject Perspective
Quelle	In: Scandinavian Journal of Educational Research, 65 (2021) 4, S.537-551 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sjöberg, Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2020.1739127
Schlagwörter	Foreign Countries; Preservice Teacher Education; Preservice Teachers; Knowledge Base for Teaching; Elementary School Teachers; Tests; Elementary Education; Student Evaluation; Evaluation Methods; Pedagogical Content Knowledge; Intellectual Disciplines; Sweden; Scandinavia + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Examination; Prüfung; Examen; Elementarunterricht; Schulnote; Studentische Bewertung; Pädagogische Kompetenz; Geisteswissenschaften; Schweden; Skandinavien
Abstract	This study directs attention to the ways in which pre-service teachers' knowledge base are constructed in and through the examination practice in the various subjects of the Primary teacher education programme in Sweden. The empirical material consists of policy material (course plans, study guides and examination tasks). The results show differences between the pedagogic discourses, in the various subjects, concerning examination forms, what is examined in terms of content, and which generic competencies are given importance in and through the examinations. Finally, the result shows that pedagogic discourse primarily shape the primary teacher students into a horizontal discourse, which can make it difficult for them to handle complex teaching situations in their future professional lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01