Professional and academic knowledge in teachers’ research
An empowering oscillation
Document identifier: oai:DiVA.org:ltu-77148
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10.1177/1474904119890158Keyword: Social Sciences,
Educational Sciences,
Pedagogy,
Samhällsvetenskap,
Utbildningsvetenskap,
Pedagogik,
Academic literacies,
Knowledge structures,
Teacher knowledge,
Academic knowledge,
Teacher research,
EducationPublication year: 2020Relevant Sustainable Development Goals (SDGs):
The SDG label(s) above have been assigned by OSDG.aiAbstract: In this article, we study the academisation of the teaching profession in Sweden, which follows contemporary trends in other Nordic and European countries. The specific aim was to analyse 14 reports written by researching teachers enrolled in a master’s programme to investigate how they perceive, interpret and value academic and professional knowledge. The conceptual framework comprises theories concerning academic literacies and knowledge structures. The report analysis focussed on scope, aims and research questions, and how the researching teachers related to teacher knowledge and academic knowledge, normativity and a critical approach. After a preliminary analysis, the researching teachers were invited to participate in the analysis, giving their contextual understanding. The study indicates that the reports were based on empirical data and situated in a professional context, with the aim of exploring and understanding professional issues in relation to research, national policies and professional teacher experience. Report orientation was deeply nourished by teacher knowledge. The researching teachers’ contextual knowledge both benefitted and challenged academic knowledge and vice versa, with the ambition to improve practice. Accordingly, the teachers’ contextual knowledge can deepen the understanding of a research phenomenon. There was an empowering oscillation between teacher knowledge and academic knowledge in the teachers’ research.
Authors
Ulrika Bergmark
Luleå tekniska universitet; Pedagogik, språk och Ämnesdidaktik
Other publications
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Per-Olof Erixon
Department of Creative Studies, Umeå
Other publications
>>
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header:
identifier: oai:DiVA.org:ltu-77148
datestamp: 2021-04-19T12:55:39Z
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http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-77148
10.1177/1474904119890158
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titleInfo:
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lang: eng
title: Professional and academic knowledge in teachers’ research
subTitle: An empowering oscillation
abstract: In this article we study the academisation of the teaching profession in Sweden which follows contemporary trends in other Nordic and European countries. The specific aim was to analyse 14 reports written by researching teachers enrolled in a master’s programme to investigate how they perceive interpret and value academic and professional knowledge. The conceptual framework comprises theories concerning academic literacies and knowledge structures. The report analysis focussed on scope aims and research questions and how the researching teachers related to teacher knowledge and academic knowledge normativity and a critical approach. After a preliminary analysis the researching teachers were invited to participate in the analysis giving their contextual understanding. The study indicates that the reports were based on empirical data and situated in a professional context with the aim of exploring and understanding professional issues in relation to research national policies and professional teacher experience. Report orientation was deeply nourished by teacher knowledge. The researching teachers’ contextual knowledge both benefitted and challenged academic knowledge and vice versa with the ambition to improve practice. Accordingly the teachers’ contextual knowledge can deepen the understanding of a research phenomenon. There was an empowering oscillation between teacher knowledge and academic knowledge in the teachers’ research.
subject:
@attributes:
lang: eng
authority: uka.se
topic:
Social Sciences
Educational Sciences
Pedagogy
@attributes:
lang: swe
authority: uka.se
topic:
Samhällsvetenskap
Utbildningsvetenskap
Pedagogik
@attributes:
lang: eng
topic: Academic literacies
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lang: eng
topic: knowledge structures
@attributes:
lang: eng
topic: teacher knowledge
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lang: eng
topic: academic knowledge
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lang: eng
topic: teacher research
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lang: swe
authority: ltu
topic: Pedagogik
genre: Research subject
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lang: eng
authority: ltu
topic: Education
genre: Research subject
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languageTerm: eng
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publication/journal-article
ref
note:
Published
2
Validerad;2020;Nivå 2;2020-10-27 (alebob)
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Bergmark
Ulrika
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Luleå tekniska universitet
Pedagogik språk och Ämnesdidaktik
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ulrber
0000-0002-7952-5111
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Erixon
Per-Olof
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affiliation: Department of Creative Studies Umeå
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titleInfo:
title: European Educational Research Journal (online)
identifier:
1474-9041
1474-9041
part:
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type: volume
number: 19
@attributes:
type: issue
number: 6
extent:
start: 587
end: 608
originInfo:
dateIssued: 2020
publisher: Sage Publications
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form: print
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