Nya publikationer

Artikel om: Utbildningsmålen för speciallärare i matematik och matematiklärare rörande det gemensamma uppdraget att stödja elever i matematiksvårigheter

Innehåll: Uppdraget att stödja elever i behov av stöd i matematik genomförs av flera av skolans professioner. De samverkar, samhandlar och förhandlar för att ge eleven de bästa möjligheterna att utvecklas. Till grund för detta arbete finns utbildningen som grundlärare i matematik respektive speciallärare i amtematik har med sig. Det är givetvis andra professioner iblandade också, men detta kapitel ser närmre på hur utbildningen grundar för att gott samarbete i detta uppdrag mellan just dessa två professioner.  nationella provsystemet genomgår förändringar bland annat genom att proven ska digitaliseras. Gränser och utrymme för möjlig samhandling och samverkan är i fokus.

Referens: Bagger, A. & Roos, H. (in press). The shared duty of special educational support in mathematics: borders and spaces in degree ordinances for pre-service teachers. In N. Radakovic & L Jao (Eds.), Borders in Mathematics Pre-Service Teacher Education. Springer. Authors copy.

Abstract: This chapter investigates the future shared duties of special education pre-service teachers in mathematics and mathematics pre-service teachers for primary school to support students in need of support in mathematics. Within the Swedish context, teacher education training policy frames special education teachers in mathematics (STms) as the historians of schooling, in that they carry specific knowledge about how students in need of support have been treated earlier, and recognise that current practices and policies have been motivated by the history and culture of Swedish schools. This framing also suggests that they have the expertice in supporting students in need of special support and an understanding of specific disabilities or prerequisites for learning that these students can have. In contrast, mathematics teachers for primary school (MTPs) are framed as: being responsible for the overall education taking place in classrooms, being willing to collaborate and learn from other professions involved in the students learning and development, and needing to pay attention to those other professions’ experiences and knowledge. In addition, the teacher education training policy indicates that MTPs are supposed to cooperate, listen, and reflect, whereas STms are to lead, be independent, analyse, and drive school development. Furthermore, the position, role, and authority of STms are not supported by the Swedish Education Act. This together with the sometimes contradictory roles identified by each of the profession’s goals in their degree ordinance could put MTPs’ and STms’ shared duties at risk, and creates a need for negotiation. A possible way forward, in order to counteract this risk, might be shared courses during teacher training. This could presumably prepare for future negotiations and collaborations of roles and responsibilities.

 

Artikel om: Digitalisering av nationella prov

Innehåll: Det nationella provsystemet genomgår förändringar bland annat genom att proven ska digitaliseras. Denna publikation presenterar en undersökning av de politiska motiven bakom förändringen och hur likvärdighet och kvalitet framställs i policy.

Referens: Bagger, A. , Norén, E. , Boistrup, L. & Lundahl, C. (2019). Digitalized national tests in mathematics: a way of increasing and securing equity?. I: Jayasree Subramanian, PROCEEDINGS OF THE TENTH INTERNATIONAL MATHEMATICS EDUCATION AND SOCIETY CONFERENCE Hyderabad, India January 28th to February 2nd, 2019. Konferensbidrag vid The tenth International Mathematics Education and Society conference (MES10), Hyderabad, India, Jan 28th-Feb 2nd, 2019. Hyderabad, India:

Abstract: On one hand, the Swedish governing discourse on equity in the context of digitizing education portrays modernization, progress and democracy as a foundation in the equity work. On the other hand, in the context of digitized tests, equity is rather framed within a neoliberal logic while related to all individuals’ possibilities of choosing a ‘good life’, and to compete on equal terms. Not all disadvantaged groups are the target, though. It is mainly boys who are supposed be given better grades, and, in addition, students with disabilities who are supposed to (as far as possible) be able to have the opportunity to show their knowledge during the test. Language or socioeconomically diverse settings are not mentioned with regard to digitized national tests.

 

Artikel om: Speciallärarutbildningen i Sverige och Finland

Innehåll: Speciallärarutbildningen i Sverige och Finland har olika struktur och upplägg. Artikeln innehåller en jämförande studie om hur professionsutbildningen i respektive länder genom att ha studerat kursplanerna på respektive lärosäten. Vidare lyfter studien moment  i utbildningen som har inkludering som ett gemensamt tema. Likaså problematiserar och diskuterar artikeln vetenskaplighet i utbildningen och hur den kan relateras till akademisk professionsblivande i specialläraruppdraget.

Referens: Takala, M., Nordmark, M; & Allard, K. (2019) https://journals.hioa.no/index.php/nordiccie/article/view/2659 University Curriculum in Special Teacher Education in Finland and Sweden. Konferensbidrag vid Nordic Network Disability Research, May, 3 – 5 May, 2017. Örebro universitet.

Abstract: The education of special teachers’ is seldom studied, and when it is examined, it is compared primarily with general teacher education. The written academic curricula reflect scientific, professional, social, and ethical values, goals, and competences in education, school and society. This study analyses the special teacher education (STE) curricula from six Finnish and seven Swedish universities. The results show that Finnish STE curricula consists of 60 credits over one year , while the Swedish curricula comprises 90 credits over 1.5 years. Finnish STE can be called a “combo degree,” which addressed various learning difficulties, and Swedish STE transformed it into a specialization, with five different options. Teaching practice is essential in Finnish education, but does not exists as such in Sweden. Inclusive elements are somewhat present in the curricula, often in the form of co-operation. The core contents in these two countries are discussed and compared.