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Baldwin, Richard
Publikasjoner (10 av 12) Visa alla publikasjoner
Angervall, P. & Baldwin, R. (2021). Adjunkter i motvind. Välfärdens villkor i svensklärarutbildning. (1ed.). In: Wolmesjö, M. och Solli, R. (Ed.), Framtidens välfärd: hållbar styrning, organisation och ledning. (pp. 145-164). Lund: Studentlitteratur AB
Åpne denne publikasjonen i ny fane eller vindu >>Adjunkter i motvind. Välfärdens villkor i svensklärarutbildning.
2021 (svensk)Inngår i: Framtidens välfärd: hållbar styrning, organisation och ledning. / [ed] Wolmesjö, M. och Solli, R., Lund: Studentlitteratur AB, 2021, 1, s. 145-164Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Lund: Studentlitteratur AB, 2021 Opplag: 1
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-25331 (URN)978-91-44-15218-9 (ISBN)
Tilgjengelig fra: 2021-04-15 Laget: 2021-04-15 Sist oppdatert: 2024-02-21bibliografisk kontrollert
Angervall, P., Baldwin, R. & Beach, D. (2020). Research or teaching? Contradictory demands on Swedish teacher educators and the consequences for the quality of teacher education. Journal of Praxis in Higher Education, 2(1), 63-84
Åpne denne publikasjonen i ny fane eller vindu >>Research or teaching? Contradictory demands on Swedish teacher educators and the consequences for the quality of teacher education
2020 (engelsk)Inngår i: Journal of Praxis in Higher Education, Vol. 2, nr 1, s. 63-84Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Based on a policy analysis and interviews with assistant lecturers and lecturers (with a PhD) who are heavily involved in teacher education, the present article addresses contemporary tensions and challenges in Swedish teacher education. The point of departure is the theoretical framework of mission stretch and the third space professional in teacher education with the aim of investigating how teacher educators experience and navigate their daily work. The findings of the study illustrate the tensions teacher educators experience between research and teaching tasks, between a constant flow of tasks, large student groups, and demands of high-quality teaching. The findings also show a gap between the practical anchoring of some research in teacher education and feelings of tension between teaching practices and the value of research. In conclusion, teacher education would seem to be developing into a cluster of tasks, challenges, expectations, and skills. This indicates that teaching and research are not the only missions and cannot be taken for granted in light of how teachers struggle to define their professional knowledge and value with respect to increasingly strong competitive demands for research performance.

sted, utgiver, år, opplag, sider
Borås: , 2020
Emneord
Teacher Education, Research, Teaching
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet; Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-24369 (URN)10.47989/KPDC60 (DOI)
Tilgjengelig fra: 2020-12-08 Laget: 2020-12-08 Sist oppdatert: 2020-12-18bibliografisk kontrollert
Baldwin, R. (2020). Using Video for Self-Reflection in Teacher Training Education. In: Transforming Teacher Education with Mobile Technologies: . Bloomsbury Publishing
Åpne denne publikasjonen i ny fane eller vindu >>Using Video for Self-Reflection in Teacher Training Education
2020 (engelsk)Inngår i: Transforming Teacher Education with Mobile Technologies, Bloomsbury Publishing , 2020Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Bloomsbury Publishing, 2020
HSV kategori
Identifikatorer
urn:nbn:se:hb:diva-15479 (URN)9781350095649 (ISBN)
Tilgjengelig fra: 2018-12-18 Laget: 2018-12-18 Sist oppdatert: 2020-09-28bibliografisk kontrollert
Baldwin, R. & Apelgren, B.-M. (2018). Can Do and Cannot Do – CEFR inspired examination and assessment in a Swedish higher education context. Apples - Journal of Applied Language Studies., 12(2)
Åpne denne publikasjonen i ny fane eller vindu >>Can Do and Cannot Do – CEFR inspired examination and assessment in a Swedish higher education context
2018 (engelsk)Inngår i: Apples - Journal of Applied Language Studies., ISSN 1457-9863, Vol. 12, nr 2Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The focus in this paper is on the introduction and implementation of learning outcomes based on the descriptors in the Common European Framework of References for Languages (CEFR). It discusses reaction to the introduction by teacher educators as well as the influence on teacher assessment practice in courses for prospective teachers of English as a foreign language. The paper presents some of the results from a case study concerning changes made in connection with the Bologna process in a department of education within a university college in Sweden. The results show that the adoption of the CEFR descriptors was contested and had a minimal influence on assessment practice. The aim of the paper is to explore possible reasons for the lack of influence, something that was not developed fully in the original case study.

Emneord
Common European Framework of Reference, EFL learners, teacher education, teacher cognition, assessment, case study
HSV kategori
Identifikatorer
urn:nbn:se:hb:diva-15475 (URN)10.17011/apples/urn.201809144127 (DOI)
Tilgjengelig fra: 2018-12-17 Laget: 2018-12-17 Sist oppdatert: 2019-01-09bibliografisk kontrollert
Baldwin, R. (2017). Using videopapers in teacher education. In: : . Paper presented at NERA 2017 Congress, Copenhagen Denmark, 23-25 March, 2017..
Åpne denne publikasjonen i ny fane eller vindu >>Using videopapers in teacher education
2017 (engelsk)Konferansepaper, Oral presentation only (Annet vitenskapelig)
HSV kategori
Identifikatorer
urn:nbn:se:hb:diva-15482 (URN)
Konferanse
NERA 2017 Congress, Copenhagen Denmark, 23-25 March, 2017.
Tilgjengelig fra: 2018-12-18 Laget: 2018-12-18 Sist oppdatert: 2019-01-10bibliografisk kontrollert
Baldwin, R. (2016). Videopapers: A way of bridging the gap between theory and practice in teacher education. In: : . Paper presented at Erasmus+ multiplier conference in Bergen, Norway, September 21-22, 2016.
Åpne denne publikasjonen i ny fane eller vindu >>Videopapers: A way of bridging the gap between theory and practice in teacher education
2016 (engelsk)Konferansepaper, Oral presentation only (Annet vitenskapelig)
HSV kategori
Identifikatorer
urn:nbn:se:hb:diva-15484 (URN)
Konferanse
Erasmus+ multiplier conference in Bergen, Norway, September 21-22, 2016
Tilgjengelig fra: 2018-12-18 Laget: 2018-12-18 Sist oppdatert: 2019-01-10bibliografisk kontrollert
Baldwin, R. (2015). Educational policy enactment. In: : . Paper presented at SRHE Annual Research Conference, Newport, December 9-11, 2015.
Åpne denne publikasjonen i ny fane eller vindu >>Educational policy enactment
2015 (engelsk)Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
HSV kategori
Identifikatorer
urn:nbn:se:hb:diva-15486 (URN)
Konferanse
SRHE Annual Research Conference, Newport, December 9-11, 2015
Tilgjengelig fra: 2018-12-18 Laget: 2018-12-18 Sist oppdatert: 2019-01-10bibliografisk kontrollert
Baldwin, R. & Apelgren, B. M. (2015). Teachers’ and Students’ Thinking and Acting on Changes in Language Teacher Education: A Case Study on Policy Implementation and Enactment. In: Transformative Teacher Research. Theory and Practice for the C21st: . Sense Publishers
Åpne denne publikasjonen i ny fane eller vindu >>Teachers’ and Students’ Thinking and Acting on Changes in Language Teacher Education: A Case Study on Policy Implementation and Enactment
2015 (engelsk)Inngår i: Transformative Teacher Research. Theory and Practice for the C21st, Sense Publishers, 2015Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Sense Publishers, 2015
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-8586 (URN)
Tilgjengelig fra: 2016-01-15 Laget: 2016-01-15 Sist oppdatert: 2017-05-04bibliografisk kontrollert
Baldwin, R. (2015). The recontextualisation of the Bologna process in teachereducation. In: : . Paper presented at ECER 2015 Budapest - European Conference on Educational Research, Budapest, Hungary, September 6-10, 2015..
Åpne denne publikasjonen i ny fane eller vindu >>The recontextualisation of the Bologna process in teachereducation
2015 (engelsk)Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
HSV kategori
Identifikatorer
urn:nbn:se:hb:diva-15489 (URN)
Konferanse
ECER 2015 Budapest - European Conference on Educational Research, Budapest, Hungary, September 6-10, 2015.
Tilgjengelig fra: 2018-12-18 Laget: 2018-12-18 Sist oppdatert: 2019-01-10bibliografisk kontrollert
Baldwin, R. (2013). Changing practice by reform: the recontextualisation of the Bologna process in teacher education. (Doctoral dissertation). Acta universitatis Gothoburgensis
Åpne denne publikasjonen i ny fane eller vindu >>Changing practice by reform: the recontextualisation of the Bologna process in teacher education
2013 (engelsk)Doktoravhandling, monografi (Annet vitenskapelig)
Abstract [en]

The purpose of the thesis is to investigate a specific case of curriculum change; that of organizing teacher training courses around learner outcomes in line with the Bologna process. The investigation is an example of a practitioner research case study and looks at how official Bologna policy messages are re-interpreted and recontextualised at the local micro level. A variety of methods are used to collect and analyse the data produced. A form of discourse analysis, as well as a survey of research literature, is used to identify policy discourses connected with the Bologna process. At the local micro level, local documentation as well as teacher talk in planning meetings are analysed to throw light on how the Bologna process was implemented. A number of discourses were found in policy documents; including the need to modernize higher education and to move towards a more student centred approach to learning. The thesis shows that these discourses were mediated locally by a regulative discourse portraying teachers as role models who have the task of passing on knowledge that is essential for the students to obtain before entering the profession. Instead of challenging the pedagogic identities for teachers and students, the introduction of learning outcomes acted to strengthen the fundamental vertical relations between teachers and students, cementing and confirming the level of control that teachers had over all aspects of the curriculum. Changes made in connection with the introduction of learning outcomes had a minimal influence on practice and were contested by some teacher educators. Teacher educators resisted and mediated the changes made by continuing to use their traditional practices.

sted, utgiver, år, opplag, sider
Acta universitatis Gothoburgensis, 2013
Serie
Gothenburg studies in educational sciences, ISSN 0436-1121 ; 342
Emneord
Bologna, teacher education, policy implementation, recontextualisation, Teacher education and education work
HSV kategori
Identifikatorer
urn:nbn:se:hb:diva-3659 (URN)2320/12544 (Lokal ID)978-91-7346-763-6 (ISBN)978-91-7346-764-3 (ISBN)2320/12544 (Arkivnummer)2320/12544 (OAI)
Merknad

Akademisk avhandling som med tillstånd av utbildningsvetenskapliga fakulteten vid Göteborgs universitet för vinnande av doktorsexamen i pedagogiskt arbete framläggs till offentlig granskning Fredagen den 20 september, kl. 13.15 vid Högskolan i Borås.

Tilgjengelig fra: 2015-12-04 Laget: 2015-12-04 Sist oppdatert: 2016-07-14bibliografisk kontrollert
Organisasjoner