Literaturnachweis - Detailanzeige
Autor/in | Englund, Tomas |
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Titel | New Trends in Swedish Educational Research |
Quelle | In: Scandinavian Journal of Educational Research, 50 (2006) 4, S.383-396 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0031-3831 |
Schlagwörter | Foreign Countries; Educational Research; Research Methodology; Educational Sociology; Didacticism; Models; Educational Policy; Educational Philosophy; Sweden |
Abstract | What new tendencies can be made out in Swedish educational research in the last three decades? Briefly, the following developments are described: In the 1970s, a long-prevailing emphasis on quantitative research was challenged by a number of different qualitative methods. Traditional sociology of education, meanwhile, was challenged by the new sociology of education. During the 1980s, the dominant trend was a "didacticisation" of educational research, and here two main strands can be discerned, based in phenomenography and curriculum theory. Didactics very soon made its presence felt in educational policy, and in a major evaluation of Swedish educational research the two largely didactics-based traditions of "teaching and learning" and "curriculum theory" were identified as internationally the most significant. In the 1990s, educational research took a "linguistic turn"--involving a wide-ranging shift in emphasis towards language and communication--with the result that new perspectives emerged. In addition, the philosophy of education experienced a powerful renaissance, partly as a reflection of the new focus on language and communication, but also in other respects, leading to a reawakening of interest in both classical and modern philosophy (of education). (Contains 1 figure and 25 notes.) (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |