Session Information
10 SES 08 A, Research in Teacher Education: Cultures and Methodologies
Paper Session
Contribution
The aim of this this presentation is to discuss the construction of an innovative concept for a Norwegian national graduate school for teacher education research (NAFOL). The graduate school is part of a Norwegian educational research policy to qualify and thoroughly transform a rather practice based teacher education into a research based teacher education on a national level. This is implies accepting 80 research students to participate in a national graduate school during the period 2010-2016. The rationale for this project was the decision to have a research based teacher education, and the critique regarding the quality of educational research. Furthermore there was a wish to promote a sense of professional identity within teacher education research. The idea of a knowledge society’s need for competence in different areas fuelled the idea of supporting teacher education research in different ways. Educational research is thus extensively funded through two major research programs.
The structuring of the content of the graduate school challenges the notion of as well theory based as practice based research into teacher education. The effort is to use reflection codes from theory as well as reflection codes from practice. Thus, using a concept borrowed from Luhmann (2000), a polytextural zone is formed, an overlapping zone, where the participants in the graduate school become border crossers. They are expected to communicate within both reflection codes. Forms of knowledge (Gustavsson, 2000;Kemmis & Smith, 2008;Kvernbekk, 2001; Saugstad, 2005) are negotiated within the polytextural zone. The graduate school thus can be considered as a construction of an educational research space (cf Wahlström, 2010), a discursive space, negotiated and informed by Nordic and European trends in educational research (cf Haug, 2010; Uljens, 2010) as well as by more global trends (cf Apple, 2010) in the formation of education for the future (cf Dewey, 1913;Gardner, 2006;).
A graduate school represents an added value for the PhD-students. The graduate school under study was launched in January 2010 with support from the Norwegian Research Council and is steered by a consortium of 24 teacher education institutions (universities and university colleges). They suggest about 20 students every year (during four years, and for a maximum period of 4 years) to get entrance into to the graduate school’s activities (seminars, conferences, international seminars, and relevant phd courses). An important prerequisite for getting accepted is the relevance of the individual research topic for teacher education research.
A battery of questions has guided the formation of the profile of the graduate school: What are the main features of an innovative graduate school focused on teacher education research? How is practice and theory in dialogue within the concept of the graduate school? Which are the tools needed in order to mediate, scaffold and support an innovative educational research space for a diverse group of fresh researchers?
Method
Expected Outcomes
References
Apple, M. (ed.) (2010). Global crises, social justice, and education. New York: Routledge. Denzin, N. K. (1997). Interpretive Ethnography. Ethnographic Practices for the 21st Century. London: Sage. Dewey, J. (1997). How we think. (First published 1913). New York: Dover. Gustavsson, B. (2000). Kunskapsfilosofi. Stockholm: Wahlström & Widstrand. Gardner, H. (2006). Five Minds for the Future. Boston, Mass.: Harvard Business School Publishers. Hamersley, M. & Atkinson, P. (1996). Feltmetodikk. Grunnlaget for feltsrbeid og feltforskning. Oslo: ad Notam. (Second ed. in English 1996). Haug, P. (ed.). (2010). Kvalifisering til læraryrket. Oslo: Abstrakt Forlag. Kemmis, S. & Smith, T.(eds.) (2007). Enabling praxis: challenges for education. Rotterdam: Sense Publishers. Kullberg, B. (2004). Etnografi klassrummet. (Second edition). Lund: Studentlitteratur. Kvernbekk, Tone (2001): Erfaring, praksis og teori. In T. Kvernbekk (ed.). Pedagogikk og lærerprofesjonalitet, s 146 - 163. Oslo: Gyldendal Akademisk. Luhmann, N. (2000). Samfundets uddannelsessystemer. København: Hans Reitzels Forlag. Rasmussen, J., Kruse, S. & Holm, C. (2007): Hvad konstituerer uddannelsesforskning? In: Rasmussen, J., Kruse, S. & Holm, C.: Viden om uddannelse. Uddannelsesforskning, pædagogik og pædagogisk praksis, pp. 59 – 104. København: Hans Reitzels Forlag. Saugstad, Tone (2005): Aristotle’s Contribution to Scholastic and Non-Scholastic Learning Theories. Pedagogy, Culture and Society, Volume 13, Number 3. Uljens, M. (2010). (de)professionalisering i ett neoliberalt utbildningslandskap – Quo vadis Europa? http://www.nafol.net/nafol/uploads/Vedlegg/PDF-Bergen09nov10/NAFOL%20Uljens.pdf (Accessed 18.11. 2010) Wahlström, N. (2010). A European Space for Education Looking for Its Public. European Educational Research Journal, Volume 9, Issue 4, , pp. 432-443.
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