10 SES 05 D, Parallel Paper Session
Parallel Paper Session
The purpose of this paper is to study discourses of research based teacher professionalism in the Nordic countries. Different orientations to research in the field of education will be discussed in how they lay foundation for relations between theory, practice and policy. The discourses on what counts as “research based knowledge” may have serious impact on the role teachers may play in education
When aiming to analyze discourses on research based knowledge, Hammersley´s (2002) concepts of “one-world-theory” and “two-world-theory” can be useful to describe the relation between theory, practice and policy. The different orientations may have different impacts on how we understand teachers´ and teacher education´s role in the education field. In the “One-world-theory”, research shall prescribe /have strong impact on practice. In the “Two-world-theory” research and theory gives perspectives to practice, and is considered one of several sources for understanding the field. Cultural diversity and political ideology will have impact of how we understand and use results from research. Kvernbek´s (2011) concept of “weak theory” and “strong theories” describes also different orientation on theory and practice. “Weak theory” is linked directly to action, but “Strong theory” refers to research bases knowledge, that does not have to be legitimated in practice. “Strong theory” could either have ha distance to practice trough function as critical tools/perspectives.
Research question: How does teacher education relate to discourses on the relation between theory and practice? The results will be discussed in relation to how the orientations may relate to views on teachers´ professionality.
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