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The Transformation of Teaching Habits in Relation to the Introduction of Grading and National Testing in Science Education in Sweden
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)ORCID iD: 0000-0001-6764-954X
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)ORCID iD: 0000-0001-8036-6245
University of Leeds.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
2017 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed) Epub ahead of print
Abstract [en]

In Sweden, a new curriculum and new methods of assessment (grading of students and national tests) in science education were introduced in grade six in 2012/2013. We have investigated what implications these reforms have for teachers’ teaching and assessment practices in order to explore the question of how teachers transform their teaching habits in relation to policy reforms. Interviews with 16 teachers teaching science in Y6, over three years after the reforms were introduced, were analyzed. Building on the ideas of John Dewey, we consider teachers’ talk about their everyday practice as expressions of their habits of teaching. Habits of teaching are related both to individual experiences as well as institutional traditions in and about teaching. A categorization of educational philosophies was used to teachers’ habits of teaching to a collective level, and to show how habits can be transformed and developed over time in specific sociocultural contexts. The teachers were categorised as using essentialist and/or progressivist educational philosophy. In the responses to the introduction of grading and national testing, the teachers took three approaches: their habits being reinforced, revised or unchanged in relation to the reforms. Although the responses were different, a striking similarity was that all teachers justified their responses with wanting to do what is best for students. However, how to show care for students differed, from delivering scientific knowledge in alignment with a essentialist educational philosophy, to preparing students to do well on tests, to supporting their development as individuals, which is in alignment with a progressivist educational philosophy.

Place, publisher, year, edition, pages
2017.
Keyword [en]
teaching habits, policy reform, compulsory school
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-337882DOI: 10.1007/s11165-017-9684-5OAI: oai:DiVA.org:uu-337882DiVA, id: diva2:1171112
Projects
Grades and national tests in year 6: potential influence on science teaching
Funder
Swedish Research Council, 2012-5769
Available from: 2018-01-05 Created: 2018-01-05 Last updated: 2018-04-04Bibliographically approved

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Lidar, MalenaLundqvist, EvaÖstman, Leif
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