Final thesis models in European teacher education and their orientation towards the academy and the teaching profession

Råde, Anders

doi:10.1080/02619768.2013.858692

Cited by 16 publications

(23 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The reason for this wide definition of final thesis is that teacher students in different countries write a final thesis or similar report at different levels (Svärd, 2014). The final thesis is defined as an assessment of the core content of the education, usually carried out at the end of the program (Råde, 2014).…”

Section: The Thesis Model and The Portfolio Modelmentioning

confidence: 99%

Professional formation and the final thesis in European teacher education: a fusion of academic and professional orientation

Råde

2018

Education Inquiry

Self Cite

View full text Add to dashboard Cite

This paper deals with possibilities and difficulties involved in the integration of academic and professional goals in two final thesis models in European teacher education, the thesis model and the portfolio model. The methodology used is a review of relevant research articles. The thesis model was identified in 19 articles and the portfolio model in 41 articles. Five dimensions were found to promote the integration of the two kinds of goals while four hamper this integration. The dimensions identified are similar in the two models. The implications of this result for future teachers are discussed using the concepts of vertical and horizontal discourses. One such implication is that teacher education should use the adaptive function of the final thesis in a more developed way in order to strengthen the fusion of academic and professional orientation in the education.

show abstract

Section: The Thesis Model and The Portfolio Modelmentioning

confidence: 99%

Professional formation and the final thesis in European teacher education: a fusion of academic and professional orientation

Råde

2018

Education Inquiry

Self Cite

View full text Add to dashboard Cite

show abstract

“…In addition, it shows that, prior to the 2000s, the degree project was not nationally regulated in scope, while later it was formally regulated to be equalised in time to ten weeks of fulltime studies. It also indicates that the degree project at teacher education institutions (Arnqvist 2008), along with evaluators and researchers in the field, tends to be seen as a written small thesis, largely in line with a PhD thesis (Forsberg and Lundgren 2006;Mattsson 2008a;Råde 2010Råde , 2014aRåde , 2014b with the aim of facilitating the transition of graduate student teachers to postgraduate studies. There also tends to be cemented conceptions of the degree project as being principally similar to a bachelor thesis as conducted as in-depth studies in non-vocational disciplines, even though there are no such 'fixed' norms (Härnqvist 1999;Kim 2002).…”

Section: Analysis and Discussionmentioning

confidence: 99%

“…Gradually, by the 2001 teacher education reform, new research structures had developed at institutions that provide teacher education; the new research discipline of Educational Work was set up at a handful of universities; other new disciplines with an orientation to specific school subjects include, for example, Chemistry didactics, History didactics and Mathematic didactics (Erixon Arreman 2008;Reimers 2014;Vinterek and Arnqvist 2014). So, as it appears, overall the degree project in ECEC, as framed by wider structures of teacher education, similarly tends to be thought of and conducted as a 'small thesis' on the doctoral thesis model, and principally similar to a bachelor thesis (Gustafsson 2008;Mattsson 2008a;Råde 2010Råde , 2014aRåde , 2014b. What then signifies a bachelor thesis in Sweden?…”

Section: ) Document Studymentioning

confidence: 99%

The degree project in Swedish Early Childhood Education and Care – what is at stake?

Arreman

Erixon

2015

Education Inquiry

View full text Add to dashboard Cite

This study deals with the undergraduate degree project in teacher training programmes for early childhood education and care in Sweden. For the study we draw on documents and qualitative interviews with teacher educators of different disciplinary backgrounds. The aims of this study were to identify discourses on the degree project in the field of early childhood education and care: (1) in documents; and (2) among teacher educators. Our study points to the tensions between discourses on the degree project as being of primary relevance for the vocational field, or as preparation for research activities. It also shows that varying perceptions on the degree project among teacher educators are largely related to different disciplinary fields. It further emerges that teacher educators have different views about text norms for the degree project, based on different underlying epistemologies to which the student teachers must adapt. We conclude that the multiple and often contradictory requirements of the degree project need critical examination and be reviewed. We also suggest an opening up for new and more creative ways of dealing with the degree project, with greater recognition of professional values and knowledges in the field.

show abstract

“…På bachelor og masterniveau kan den afsluttende opgave i europaeiske laereruddannelser have to forskellige orienteringer hhv. en akademisk, som vaeger faglighed, forskningsmetoder og uddannelse til forskning samt en laererprofessionsorienteret, som vaegter praksislaering, metoder samt forberedelse til undervisning (Råde, 2014). Et review viser, at der er tre forskellige modeller for den afsluttende opgave på laereruddannelser rettet mod grundskolen: en portfoliomodel, en akademisk opgaveorienteret og en aktionsforskningsorienteret.…”

Section: Skriftlige Opgaver I Laereruddannelserunclassified

“…Sidstnaevnte har fokus på begge dele. I alle tre genrer er der dog mulighed for at taenke akademisk og professionsrettet (Råde, 2014). I laereruddannelser findes generelt en problematik i forhold til gennem den formelle uddannelse at forberede de studerende på senere praksis.…”

Section: Skriftlige Opgaver I Laereruddannelserunclassified

Certificering og kvalificering

Duch

2019

SJVD

View full text Add to dashboard Cite

Nye lærere certificeres og kvalificeres gennem uddannelse til professionen som lærer. De vurderes ofte på flere måder gennem deres uddannelsesforløb, og forskning viser, at der findes en række forskellige metodiske tilgange til at kvalificere sådanne forløb. For gymnasielærere og erhvervsskolelærere i Danmark gælder, at de skal tage en pædagogiske uddannelse som forudsætning for deres undervisning på en ungdomsuddannelse. Rammerne for de to uddannelser er forskellige, men der indgår i begge uddannelser en afsluttende skriftlig opgave. Sådanne opgaver er indgår i datamaterialet indsamlet i to kvalitative studier. På baggrund af Bernstiens teori om den pædagogiske anordning og Dahler-Larsens opdeling af evaluering som kontrol og som konstitutiv analyseres indhold, karakterer for og litteraturvalg i disse afsluttende opgaver. Konklusionen er, at form og indhold i opgaverne varierer mellem de to uddannelser, ligesom karakterniveauer er forskelligt. Desuden bygger de studerende på de to uddannelser på forskellige litteratur i forhold til rettethed mod sektor og målgruppe på ungdomsuddannelser, anvendelse af internationale referencer samt metodisk og videnskabsteoretisk orienteret litteratur. På den baggrund diskuteres skriftlige opgavers betydning for læreres professionalisering gennem læreruddannelser.

show abstract

Final thesis models in European teacher education and their orientation towards the academy and the teaching profession

Cited by 16 publications

References 44 publications

Professional formation and the final thesis in European teacher education: a fusion of academic and professional orientation

Professional formation and the final thesis in European teacher education: a fusion of academic and professional orientation

The degree project in Swedish Early Childhood Education and Care – what is at stake?

Certificering og kvalificering

Contact Info

Product

Resources

About