Session Information
Contribution
The concept of science within the context of the teacher education The scientific foundations of teacher education are, and practically always have been, a stumbling block that has led to unnecessary schisms and positioning. One of the goals of the reform of teacher education that took effect in Sweden in 2001 was to unite the members of the teaching profession. Because the entire educational system - from pre-school to upper secondary school - have one curriculum, the teachers within this system shall also have one teacher education program. However, there is no consensus about which norms and knowledge base should form the foundation of this program. The evaluation of teacher education that was carried out in 2005 and 2006 shows that so far, most institutes of learning have not been able to maintain a satisfactory scientific progression throughout the education, which in turn has led to shortcomings in student teachers' degree projects. Additionally, the evaluation shows organizational deficiencies at these institutes of learning with respect to student teachers' opportunities to go on to postgraduate research studies. There is the hope that the new subject "educational science" (utbildningsvetenskap) will be the cohesive force that will remove the tension between subject didactics and general didactics. However, giving new names to old phenomena seldom solves the fundamental problem. At present, there is a new discussion within the country about which subjects should be "allowed" to be included in "educational science", and which should remain outside its boundaries. A discussion that ultimately is about who should be allowed to get research resources and who shouldn't. In other words, a discussion that is system-oriented and is seldom about a sincere interest in didactic issues. This discussion has become particularly sensitive in the subject of pedagogy, which in a sense seems to think it has an inherent right of interpretation in the educational science arena. The purpose of this paper is to problematize and discuss the concept of science within the context of the teacher education program, seen from the perspective of Jürgen Haberma´s communication theory. I argue that science, just as all pursuits of knowledge, is a deliberative process in which teacher educators as well as students bear joint responsibility for the learning process. The research process characterized by a learning process that, like other learning processes, is grounded in deliberation. However, this doesn't mean that research processes are of a completely deliberative nature. For system-related reasons, research processes need to be related to the available resources, to be carried out efficiently, to have their quality assessed, and to be evaluated by given criteria, etc. One criticism of the current postgraduate research education programs and policies is that the system-related demands take too much space, whereas communicative rationality receives a subordinate role. My interest lies in studying the part of the research process that is characterized by a deliberative approach, and finding out how deliberation can contribute to discursively constructing a frame of reference based on integrative approaches to didactics. In order to maintain communicative action during the research process, the conditions for communicative action and their validity demands should be present. Taking Habermas's dualistic perspective on society as my starting point, I am presenting my view of pedagogical practice and processes as a relationship between individuals and society. Conclusions or expected outcomes or findingsMy interest lies in studying the part of the research process that is characterized by a deliberative approach, and finding out how deliberation can contribute to discursively constructing a frame of reference based on integrative approaches to didactics. In order to maintain communicative action during the research process, the conditions for communicative action and their validity demands should be present. . Benhabib, S (1994). Autonomi och gemenskap. Kommunikativ etik, feminism och postmodernism. Göteborg: Daidalos. Carleheden, M (2002). Fostran till frihet. Skolans demokratiska värdegrund ur ett habermasianskt perspektiv. Utbildning och demokrati. 2002, Vol 11, NR 3, pp. 43-72. Dewey, J (1916/1966). Democracy and education. 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Sustainable development in terms of democrazy - an educational challenge for teacher education. I P, Wickenberg et al (eds.) Learning to charge our world? Lund: Studentlitteratur. Gustafsson, B (2006). Democracy in science education. Paper presenterat vid NFPF, Örebro 2006-03-09 - 2006-03-11. Habermas, J (1984). The theory of communicative action. Reason and the rationalization of society. Volume 1.Boston: Beacon Press. Habermas, J (1987). The theory of communicative action. The critique of functionalist reason. Volume 2. Boston: Beacon Press. Habermas, J (1998). On the pragmatics of communication. Cambridge, MA: MIT. Högskoleverkets rapport 2005:17 Utvärdering av den nya lärarutbildningen vid svenska universitet och högskolor. Prop 2001/02:80. Demokrati för det nya seklet. Renström, L (1988). Conceptions of matter. A phenomenographic approach. Göteborg: Acta Universitatis Gotheburgensis. SOU 1999:63 Att lära och leda. En lärarutbildning för samverkan och utveckling. SOU 2000:1 En uthållig demokrati! Politik för folkstyrelse på 2000-talet Vetenskapsrådets rapport 2003, nr 1. Fransson, K & Lundgren, U.P. Utbildningsvetenskap - ett begrepp och dess sammanhang.
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