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Discourses about School-based Mathematics Teacher Education in Finland and Sweden
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
2013 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 57, no 2, 132-147 p.Article in journal (Refereed) Published
Abstract [en]

In this cross-case study we focus on school-based teacher education in Sweden and Finland. Through the use of focus-group interviews with mathematics teacher educators in Finland and Sweden, the study shows that there are substantial differences in how school-based teacher education is introduced and portrayed in the discourse about teacher education and prospective teachers' learning. The school-based teacher education among the Finnish groups is made relevant in relation to several aspects of prospective teachers' learning. In the Swedish groups, school-based teacher education is portrayed as an organizational problem and few aspects of prospective teachers' learning are brought into the discourse. The results cannot be generalized to the two countries but show interesting conceptualizations of school-based education potentially useful for teacher educators and scholars.

Place, publisher, year, edition, pages
2013. Vol. 57, no 2, 132-147 p.
Keyword [en]
Finland, mathematics, school-based teacher education, Sweden
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-89870DOI: 10.1080/00313831.2011.623178ISI: 000317271600002OAI: oai:DiVA.org:su-89870DiVA: diva2:621300
Note

AuthorCount:3;

Available from: 2013-05-14 Created: 2013-05-14 Last updated: 2017-12-06Bibliographically approved

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