10 SES 07 B, Teacher Education: Identities, Practices, Professionalism
Education is an essential state tool for controlling and forming a population’s knowledge and values in a certain direction. For this reason Teacher Educations (TE) in Sweden and Ireland have in a higher degree than other colleges and universities, come to be closely regulated by the state. The features of TE are interlaced with national and international social climates and demands. Due to its political significance as a social shaper it has over the years been subjected to several major and frequently reoccurring reform packages (Öberg Thuleus, 2008; Eriksson, 2009, Lynch, et. alt. 2012). Moreover, teacher educators’ profession is interwoven with the features of general education. This means that if the social direction of education changes the future educator’s competences, knowledge and work tasks acquired within TE are bound to change simultaneously (Townsend & Bates, 2007; Eriksson, 2009). Both Sweden and Ireland have had two reforms approximately at the same time generating new policy documents for Higher Education, namely 2000/2001 and 2010/2011. The intention with this paper is to contribute in exploring the conditions of democratic professionalism (Day and Sachs, 2004) amongst teacher educators in Sweden and Ireland by comparing policy documents manifested in the two reforms mentioned above as points of departures.
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