Arts Education in Swedish Teacher Training--What's at Stake?

Autor/inn/en	Lindgren, Monica; Ericsson, Claes
Titel	Arts Education in Swedish Teacher Training--What's at Stake?
Quelle	In: Australian Journal of Teacher Education, 36 (2011) 8, S.18-31 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teacher Education; Academic Discourse; Student Teachers; Teaching (Occupation); Focus Groups; Ideology; Interviews; Art Education; Educational Change; Higher Education; Foreign Countries; Art Expression; Creative Activities; Educational Policy; Teacher Education Programs; Teaching Methods; Sweden + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Discourse; Diskurs; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching; Lehrberuf; Ideologie; Interviewing; Interviewtechnik; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Schweden
Abstract	Swedish teacher education has undergone several reforms in recent decades aimed at incorporating teacher education into the university setting and strengthening the teaching profession. In view of earlier research that has shown how arts education in schools is ruled by dominant knowledge ideologies, the purpose of the project is to critically scrutinize current discourses related to arts learning and arts education in teacher education. The study is based on social constructionist theory and data were collected by various means, including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes. Our analysis shows that an academic discourse focusing on theory, reflection and textual production has pushed aside skills-based practice. A second discourse, characterized by subjectivity and relativism vis-a-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that student teachers should be emotionally balanced. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10