5. From the Sacred Nation to the Unified Globe: Changing Leitmotifs in Teacher Training in the Western World, 1870–2010

Rohstock, Anne; Tröhler, Daniel

doi:10.3138/9781442619999-009

Cited by 8 publications

(3 citation statements)

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“…From an international perspective, during the same period, the German States, and especially Prussia, had assumed a pioneering role in developing a professionalized system of teacher training and were respected as such by other nations (Geitz et al 1995). Not surprisingly, the German model of the "history of education" was also adopted in various other national settings, albeit with adaptations to include those figures from each nation (Rohstock, and Tröhler 2014).…”

Section: Schooling and Teacher Education As Part Of The Nation-building Process And As A Site For The Emergence Of Classic Figuresmentioning

confidence: 99%

Quest of Educational Slogans, The

Reichenbach¹

2017

Encyclopedia of Educational Philosophy and Theory

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Section: Schooling and Teacher Education As Part Of The Nation-building Process And As A Site For The Emergence Of Classic Figuresmentioning

confidence: 99%

Quest of Educational Slogans, The

Reichenbach¹

2017

Encyclopedia of Educational Philosophy and Theory

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“…Whereas studies show that emancipatory and democratic ideals in teacher education are pushed to the margins (e.g. Darling-Hammond, 2005; De Lissovoy, 2015; Rohstock and Tröhler, 2014; Wiggan et al, 2014), there is a paucity of cross-national studies, highlighting how national policies have approached these questions and how these questions might have changed since the start of this century. This is the rationale for our study of teacher education policy documents in Sweden and the Republic of Ireland (Ireland), two democratic states in Europe with very different education systems (Mooney Simmie and Edling, 2016).…”

Section: Introductionmentioning

confidence: 99%

Democracy and emancipation in teacher education: A summative content analysis of teacher educators’ democratic assignment expressed in policies for Teacher Education in Sweden and Ireland between 2000-2010

Edling

Simmie

2017

Citizenship, Social and Economics Education

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How questions concerning democracy and emancipation thread through teacher education is currently under theorized and there is a paucity of cross-national studies examining the problem. In this study, we draw from a number of theoretical frameworks for their discursive positioning of democracy and emancipation in teacher education and what we are calling teacher educators' democratic assignment. The framework allowed us to identify key words which we then used for a limited content analysis of policy documents in two European countries, Sweden and the Republic of Ireland, in two separate timelines 2000/2002 and 2010/2012. Our findings indicate that despite significant cultural and contextual differences between the two education systems, key words linked to democracy and emancipation have significantly decreased in policy documentation in both countries in this timeline. This prompts our hypothesis that a paradigm shift has occurred in the discursive positioning of teacher educators' democratic assignment. The findings suggest the need for a deeper discourse analysis of the four documents as the next phase in the research design. The findings while tentative have implications, well beyond two nation states, for contemporary issues in teacher education and society that require collective consciousness and action.

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“…As Rohstock and Tröhler (2014) have argued, after World War II, the cognitive revolution that focused on research on mental abilities as well as problem solving, logical operations, and general understanding of the subject -along with universally applicable and future-oriented ways of thinking -increasingly displaced history in teacher education. The end result -the new international paradigm of scientification in Western societies -led to a decontextualized educational idea while moving to an international context.…”

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confidence: 99%