Maintenance or change - an analytical tool for studies of the Work-Integrated Learning in teacher education

Jörgen Dimenäs; Anita Norlund

doi:10.3384/njvet.2242-458X.14v4i2a3

Authors

Jörgen Dimenäs University of Gothenburg, Sweden
Anita Norlund University of Borås, Sweden

DOI:

https://doi.org/10.3384/njvet.2242-458X.14v4i2a3

Keywords:

work-integrated learning, teacher education

Abstract

In Sweden, as in many other countries, work-integrated learning is an emphasized part of teacher education. In parallel with this emphasis, the conflict often emerging in students’ meeting with the profession is well known from previous research. In spite there seem to be few analytical tools for capturing the characteristics of work-integrated learning. The aim of this article is to construct, operationalize and try out an analytical tool to be used in connection with studies of the character of work-integrated learning. For the construction of the tool we rely on the conceptual pair of horizontal and vertical discourse, collected from Basil Bernstein’s theoretical frame. The horizontal discourse connects to an informal, everyday context whereas the vertical discourse is formal and school-oriented. In the article we divide these concepts into certain aspects related to work-integrated learning. We also turn to empirical material where student teachers were interviewed about their experiences, mainly from tutorial guidance. Our conclusion is that the analytical tool could serve as a useful instrument for analyzing such phenomena.

References

Ahlström, K.G. (2012). Kopplingen högskole- och verksamhetsförlagd lärarutbildning [Workintegrated learning in relation to academic learning]. Pedagogisk forskning i Sverige 17(1-2), 123-132.

Bernstein, B. (1990). Class, codes and control. Vol. 4, The structuring of pedagogic discourse. London: Routledge. DOI: 10.4324/9780203011263

Bernstein, B. (1999). Vertical and Horizontal Discourse: an essay. British Journal of Sociology of Education, 20(2), 266-279. DOI: 10.1080/01425699995380

Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique. Rowman & Littlefield Publishers.

Bloomfield, D., Taylor, N. & Maxwell, T (2004). Enhancing the link between university and schools through action research on teaching practicum. Journal of Vocational Education and Training, 56 (3), 335-372. DOI: 10.1080/13636820400200259

Bourne, J. (2004). Framing talc Towards a 'radical visible pedagogy'. In J. Muller, B. Davies & A. Morais (Eds.), Reading Bernstein, Researching

ernstein. London: Routledge Falmer. Breier, M. (2004) Horizontal discourse in law and labour law, in: Muller, J., Davies, B., Morais, A.(Eds) Reading Bernstein. (London and New York, Routledge Farmer Taylor & Francis Group), p. 222-235.

Dimenäs, J. (2010). Beyond dichotomization: a different way of understanding work integrated learning. Journal of Cooperative Education & Internships, 44(2), 43-49.

Eriksson, A. (2009). Om teori och praktik i lärarutbildningen. En etnografisk och diskursanalytisk studie [About theory and practice in teacher education. An ethnographic and discourse analytical study]. (Göteborg studies in educational sciences, 275) Göteborg: Acta Universitatis Gothoburgensis.

Granström, K. (2012). Tre aspekter på lärares ledarskap i klassrummet [Three aspects on teachers leadership in classroom]. In G. Berg, F. Sundh & C. Wede (ed.), Läraren som ledare: i och utanför klassrummet [Teacher as leader in and outside classroom]. Lund: Studentlitteratur.

Grossman, P. McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45 (1), 184-205. DOI: 10.3102/0002831207312906

Grossman, P., Hammerness, K. & McDonald, M. (2009). Redifining teaching, Re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15 (2), 273-290. DOI: 10.1080/13540600902875340

Gustavsson, S. (2008). Motstånd och mening. Innebörd i blivande lärares seminariesamtal [Resistance and meaning. Meaning in future teacher dialogs] . (Göteborg studies in educational sciences, 266) Göteborg: Acta Universitatis Gothoburgensis.

Halse, C. & Malfroy, J. (2010). Retheorizing doctoral supervision as professional work. Studies in Higher Education, 14. DOI: 10.1080/03075070902906798

Hegender, H. (2010). The Assessment of Student Teachers Academic Professional Knowledge in School-Based Teacher Education. Scandinavian Journal of Educational Research, 54(2), 151-171. DOI: 10.1080/00313831003637931

Hegender, H. (2012). Villkor och praxis: Bedömning av lärarstudenters yrkeskunskaper under verksamhetsförlagd utbildning [Conditions and practice: Assessment of teachers professional skills in work integrated learning]. Nordic Studies in Education, 30(3), 180-197.

Hultman, G., Schultz, J. & Post, K. (2011). The interplay student teachers - tutors. The clinical education. Educational Research in Sweden 16 (2) pp. 118-137.

Kvale, S. (1996). Interviews - An Introduction to Qualitative Research Interviewing. Thousand Oaks: Sage.

Lauvås, P. & Handal, G. (2001). Handledning och praktisk yrkesteori [Supervision and theory of practice]. Lund: Studentlitteratur.

Moore, R. and Muller, J. (2002), 'The Growth of Knowledge and the Discursive Gap '. British Journal of Sociology of Education, 23, 627-637. DOI: 10.1080/0142569022000038477

Norlund, A. (2009). Kritisk sakprosaläsning i gymnasieskolan. Didaktiska perspektiv på läroböcker, lärare och nationella prov [Critical reading of non-fiction in upper secondary school. Didactical perspectives on textbooks, teachers and national tests. (Göteborg studies in educational sciences, 273) Göteborg: Acta Universitatis Gothoburgensis.

Norlund, A. (2013). ”Varför tycker du man ska ha dödsstraff, då?” Ett sociologisk-didaktiskt redskap för studier av klassrumsdebatter [”Why death penalty?” A sociological and didactical tool for classroom debates]. Educare, 1, 41-67

Norlund, A, Dimenäs, J., Kolback, K. & Wede, C. (2012). Lärares ledarskap i perspektivet av undervisning och bedömning [Teachers leadership in teaching and assessment]. In Berg, G., Sundh, F. & Wede, C. (ed.). Lärares ledarskap [Teachers leadership]. Lund: Studentlitteratur.

Regeringens proposition [Government report] 1999/2000:135. En förnyad lärarutbildning [The new teacher education]. Stockholm: Utbildningsdepartementet.

Schulman, L.S. (1998). Theory, practice and the education of professionals. The Elementary School Journal, 98 (5), 911-922. DOI: 10.1086/461912

Wedin, A.S., Hultman, G. & Schoultz, J. (2012) Influens och konsistens. Om vad som påverkar handledningen under den verksamhetsförlagda utbildningen. Pedagogisk forskning i Sverige 17(1-2), 80-98.

Zhang, L.& Han, Z. (2008) Analysis on the Management of College Theachers ' Tacit knowledge 1 (3), 21-24.