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Baldwin, Richard
Publikationer (10 of 12) Visa alla publikationer
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
Öppna denna publikation i ny flik eller fönster >>Adjunkter i motvind. Välfärdens villkor i svensklärarutbildning.
2021 (Svenska)Ingår i: Framtidens välfärd: hållbar styrning, organisation och ledning. / [ed] Wolmesjö, M. och Solli, R., Lund: Studentlitteratur AB, 2021, 1, s. 145-164Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Lund: Studentlitteratur AB, 2021 Upplaga: 1
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-25331 (URN)978-91-44-15218-9 (ISBN)
Tillgänglig från: 2021-04-15 Skapad: 2021-04-15 Senast uppdaterad: 2024-02-21Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>Research or teaching? Contradictory demands on Swedish teacher educators and the consequences for the quality of teacher education
2020 (Engelska)Ingår i: Journal of Praxis in Higher Education, Vol. 2, nr 1, s. 63-84Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
Borås: , 2020
Nyckelord
Teacher Education, Research, Teaching
Nationell ämneskategori
Samhällsvetenskap
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet; Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-24369 (URN)10.47989/KPDC60 (DOI)
Tillgänglig från: 2020-12-08 Skapad: 2020-12-08 Senast uppdaterad: 2020-12-18Bibliografiskt granskad
Baldwin, R. (2020). Using Video for Self-Reflection in Teacher Training Education. In: Transforming Teacher Education with Mobile Technologies: . Bloomsbury Publishing
Öppna denna publikation i ny flik eller fönster >>Using Video for Self-Reflection in Teacher Training Education
2020 (Engelska)Ingår i: Transforming Teacher Education with Mobile Technologies, Bloomsbury Publishing , 2020Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Bloomsbury Publishing, 2020
Nationell ämneskategori
Mediateknik
Identifikatorer
urn:nbn:se:hb:diva-15479 (URN)9781350095649 (ISBN)
Tillgänglig från: 2018-12-18 Skapad: 2018-12-18 Senast uppdaterad: 2020-09-28Bibliografiskt granskad
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)
Öppna denna publikation i ny flik eller fönster >>Can Do and Cannot Do – CEFR inspired examination and assessment in a Swedish higher education context
2018 (Engelska)Ingår i: Apples - Journal of Applied Language Studies., ISSN 1457-9863, Vol. 12, nr 2Artikel i tidskrift (Refereegranskat) 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.

Nyckelord
Common European Framework of Reference, EFL learners, teacher education, teacher cognition, assessment, case study
Nationell ämneskategori
Studier av enskilda språk
Identifikatorer
urn:nbn:se:hb:diva-15475 (URN)10.17011/apples/urn.201809144127 (DOI)
Tillgänglig från: 2018-12-17 Skapad: 2018-12-17 Senast uppdaterad: 2019-01-09Bibliografiskt granskad
Baldwin, R. (2017). Using videopapers in teacher education. In: : . Paper presented at NERA 2017 Congress, Copenhagen Denmark, 23-25 March, 2017..
Öppna denna publikation i ny flik eller fönster >>Using videopapers in teacher education
2017 (Engelska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Nationell ämneskategori
Språk och litteratur
Identifikatorer
urn:nbn:se:hb:diva-15482 (URN)
Konferens
NERA 2017 Congress, Copenhagen Denmark, 23-25 March, 2017.
Tillgänglig från: 2018-12-18 Skapad: 2018-12-18 Senast uppdaterad: 2019-01-10Bibliografiskt granskad
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.
Öppna denna publikation i ny flik eller fönster >>Videopapers: A way of bridging the gap between theory and practice in teacher education
2016 (Engelska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Nationell ämneskategori
Mediateknik
Identifikatorer
urn:nbn:se:hb:diva-15484 (URN)
Konferens
Erasmus+ multiplier conference in Bergen, Norway, September 21-22, 2016
Tillgänglig från: 2018-12-18 Skapad: 2018-12-18 Senast uppdaterad: 2019-01-10Bibliografiskt granskad
Baldwin, R. (2015). Educational policy enactment. In: : . Paper presented at SRHE Annual Research Conference, Newport, December 9-11, 2015.
Öppna denna publikation i ny flik eller fönster >>Educational policy enactment
2015 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:hb:diva-15486 (URN)
Konferens
SRHE Annual Research Conference, Newport, December 9-11, 2015
Tillgänglig från: 2018-12-18 Skapad: 2018-12-18 Senast uppdaterad: 2019-01-10Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>Teachers’ and Students’ Thinking and Acting on Changes in Language Teacher Education: A Case Study on Policy Implementation and Enactment
2015 (Engelska)Ingår i: Transformative Teacher Research. Theory and Practice for the C21st, Sense Publishers, 2015Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Sense Publishers, 2015
Nationell ämneskategori
Pedagogik
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-8586 (URN)
Tillgänglig från: 2016-01-15 Skapad: 2016-01-15 Senast uppdaterad: 2017-05-04Bibliografiskt granskad
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..
Öppna denna publikation i ny flik eller fönster >>The recontextualisation of the Bologna process in teachereducation
2015 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Nationell ämneskategori
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:hb:diva-15489 (URN)
Konferens
ECER 2015 Budapest - European Conference on Educational Research, Budapest, Hungary, September 6-10, 2015.
Tillgänglig från: 2018-12-18 Skapad: 2018-12-18 Senast uppdaterad: 2019-01-10Bibliografiskt granskad
Baldwin, R. (2013). Changing practice by reform: the recontextualisation of the Bologna process in teacher education. (Doctoral dissertation). Acta universitatis Gothoburgensis
Öppna denna publikation i ny flik eller fönster >>Changing practice by reform: the recontextualisation of the Bologna process in teacher education
2013 (Engelska)Doktorsavhandling, monografi (Övrigt vetenskapligt)
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.

Ort, förlag, år, upplaga, sidor
Acta universitatis Gothoburgensis, 2013
Serie
Gothenburg studies in educational sciences, ISSN 0436-1121 ; 342
Nyckelord
Bologna, teacher education, policy implementation, recontextualisation, Teacher education and education work
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:hb:diva-3659 (URN)2320/12544 (Lokalt ID)978-91-7346-763-6 (ISBN)978-91-7346-764-3 (ISBN)2320/12544 (Arkivnummer)2320/12544 (OAI)
Anmärkning

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.

Tillgänglig från: 2015-12-04 Skapad: 2015-12-04 Senast uppdaterad: 2016-07-14Bibliografiskt granskad
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