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  • 1.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Bagley, Carl
    Eriksson, Anita
    University of Borås, School of Education and Behavioural Science.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes2014In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 44, p. 160-167Article in journal (Refereed)
    Abstract [en]

    This article derives from policy ethnographic research on teacher-education change in Sweden concerning the development of a unified profession with a common professional-knowledge base. This was a social democratic government policy for teacher education from the 1950s up until 2007, when the newly elected right wing government turned away from unification and toward re-traditionalisation. Based on a meta-ethnographic analysis of the policy ethnographies the article illustrates resistance toward unification and raises critical questions concerning the intellectual foundations and integrity of reform processes. Attempts are also made to locate the disclosures in relation to international research.

  • 2.
    Beach, Dennis
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. University of Gothenburg.
    Bagley, Carl
    Eriksson, Anita
    Player-Koro, Catarina
    Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes2014In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480Article in journal (Refereed)
    Abstract [en]

    This article derives from policy ethnographic research on teacher-education change in Sweden concerning the development of a unified profession with a common professional-knowledge base. This was a social democratic government policy for teacher education from the 1950s up until 2007, when the newly elected right wing government turned away from unification and toward re-traditionalisation. Based on a meta-ethnographic analysis of the policy ethnographies the article illustrates resistance toward unification and raises critical questions concerning the intellectual foundations and integrity of reform processes. Attempts are also made to locate the disclosures in relation to international research. (C) 2014 Elsevier Ltd. All rights reserved.

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