Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Inkludering och exkludering inom lärarutbildningen. En enkätstudie om lärarstudenternas bakgrund och syn på sina studier
University of Borås, School of Education and Behavioural Science.
University of Borås, School of Education and Behavioural Science.
University of Borås, School of Education and Behavioural Science.
2011 (Swedish)Conference paper, Published paper (Refereed)
Sustainable development
The content falls within the scope of Sustainable Development
Abstract [en]

INCLUSION AND EXCLUSION IN TEACHER EDUCATION. A QUESTIONNAIRE ON TEACHER STU-DENTS’ BACKGROUND AND PERSPECTIVES ON THEIR STUDIES. In recent years, the increasing heterogeneity among Swedish university students has been widely discussed. ”New” groups of students are entering higher education, such as people with a migration background and/or disability. This development is promoted by efforts of widening participation and the Swedish Anti-Discrimination Act at the policy level. Changes in the student population affect programmes in teacher education in particular. Nowadays, and to a growing extent, more young adults with an educationally disadvantaged family background become teachers. Based on a user perspective, it is the aim of this study to show how these developments influence the students’ view on their studies, determined by usual study tasks such as searching literature, writing papers or passing tests. The research was inspired by Bourdieu and Passeron’s concept of social reproduction, and by Luhmann’s approach of inclusion and exclusion. A questionnaire was distributed to 316 teacher students. Data on social origin, earlier school experiences, and the current perceived educational situation were gathered and statistically analyzed. Several significant variances on the students’ social and academic background and their perceived situation at the university were found. The mothers’ social and educational background was of high relevance for students’ experiences of their ongoing education at the university. Moreover, the perception of failure in schools had a negative impact on the students view about their current studies. In a wider perspective, the results underline the difficulties in overcoming social reproduction and exclusion by means of education. These findings raise questions on how universities can cope with the increasing diversity of their students.

Place, publisher, year, edition, pages
2011.
Keyword [en]
teacher education, sweden, inclusion, exclusion, widening participation, social reproduction, Teacher Education
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-6710Local ID: 2320/10056OAI: oai:DiVA.org:hb-6710DiVA: diva2:887412
Conference
NERA's 39th Congress, University of Jyväskylä, Jyväskylä (Finland), 12/3/2011
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2016-11-18Bibliographically approved

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Barow, ThomasGieth, FredricAdrianson, Lillemor
By organisation
School of Education and Behavioural Science
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

Total: 231 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf