hig.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
The changing democratic (ethical) dimension in Teacher Educator’s professional identity?: A comparative critical discourse analysis of policy documents regarding teacher educator’s democratic (ethical) identity in the Republic of Ireland and Sweden
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik. (STORIES)
University of Limerick.
2014 (Engelska)Ingår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Artikel i tidskrift (Refereegranskat) Submitted
Abstract [en]

In this study we report on findings from a larger critical discourse analysis of official policy documents, in relation to the democratic (ethical) identity of the teacher educator in the Republic of Ireland and Sweden. The study framed with critical theory positions teacher education within competing discourses of education. The research methodology examines the hypothesis that in the last decade there has been a paradigm shift in the way policy documents regard the democratic (ethical) identity of the teacher educator (teacher).  In an earlier study we completed a historical contextual overview and a preliminary comparative word count of four policy documents, two documents from each country, at the start of this century and more recently. The study reported in this paper consists of a comparative initial textual analysis  in relation to the same four policy documents. Findings indicate a substantive paradigm shift in both countries from a predominantly progressive (pragmatic) discourse in the early years of this century to a more essentialist (technocratic) discourse  in  recent times. The study raises concerns not only about the democratic (ethical) identity of the teacher educator but also about the contemporary role for  education  as a social and political shaper of values (democratic) and emancipation.

Ort, förlag, år, upplaga, sidor
2014.
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:hig:diva-17322OAI: oai:DiVA.org:hig-17322DiVA, id: diva2:736283
Tillgänglig från: 2014-08-05 Skapad: 2014-08-05 Senast uppdaterad: 2018-03-13Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Personposter BETA

Edling, Silvia

Sök vidare i DiVA

Av författaren/redaktören
Edling, Silvia
Av organisationen
Didaktik
I samma tidskrift
European Journal of Teacher Education
Utbildningsvetenskap

Sök vidare utanför DiVA

GoogleGoogle Scholar

urn-nbn

Altmetricpoäng

urn-nbn
Totalt: 594 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf