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Ett examensarbete för både yrke och akademi: en utmaning för lärarutbildningen
Umeå University, Faculty of Social Sciences, Department of Education.
2014 (Swedish)In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 4, no 1, 19-34 p.Article in journal (Refereed) Published
Abstract [sv]

Lärarutbildningens examensarbete kan studeras utifrån två delvis olika förhållningssätt. Ett yrkesorienterat, med fokus på yrkeskunskap, och ett akademiskt orienterat, med fokus på vetenskaplig kunskap. Den akademiska orienteringen har en stark ställning inom lärarutbildningen, och en frågeställning är om detta försvårar möjligheten att genomföra yrkesorienterade examensarbeten. Syftet med denna studie är att studera yrkesorienterade examensarbeten inom lärarutbildningen och hur dessa förhåller sig till den akademiska orienteringens vetenskapliga krav. 84 yrkesorienterade examensarbeten omfattande 15 hp, från lärarutbildningen, granskades utifrån sex aspekter på vetenskaplig kvalitet. För två aspekter, problemformulering och metod, hade en liten del av arbetena brister. För två aspekter, genomförande och slutsatser samt forskningsanknytning, hade en stor del av arbetena brister. Inom aspekten genomförande och slutsatser hade bristerna tre olika karaktärer: bristfällig empirisk prövning, där produktinriktade arbeten dominerade; separata delar, där gestaltande arbeten dominerade; och ologiska delsyften, där enbart undervisningsförsök förekom. Avslutningsvis diskuteras hur examensarbetet kan utvecklas till att bli både yrkesorienterat och akademiskt orienterat.

Place, publisher, year, edition, pages
2014. Vol. 4, no 1, 19-34 p.
Keyword [sv]
examensarbete, lärarutbildning, yrkesorientering, akademisk orientering
National Category
URN: urn:nbn:se:umu:diva-87427OAI: diva2:709122
Available from: 2014-03-31 Created: 2014-03-31 Last updated: 2016-10-12Bibliographically approved
In thesis
1. Mellan akademi och lärarprofession: integrering av vetenskapliga och professionella mål för lärarutbildningens examensarbeten
Open this publication in new window or tab >>Mellan akademi och lärarprofession: integrering av vetenskapliga och professionella mål för lärarutbildningens examensarbeten
2016 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Between the Academy and the teaching profession : integration of academic and professional goals in the degree project in Swedish teacher education
Abstract [en]

The aim of this thesis is to study the relationship between the overall academic and profession-oriented goals for the degree project in Swedish teacher education. The methodology includes analyses of 26 syllabi, reviews of 33 scientific papers, interviews with 24 supervisors and analyses of 84 published degree projects.  The introduction of a degree project in teacher education in many European countries, as well as in academic professional programs in general, can be understood as being a part of a trend towards academization of teacher education programs.  At the same time, however, there is another trend in higher education, a “practical” trend, which upholds the importance of profession-oriented goals. While it is a main ambition in higher education to bring these two types of goals closer together and, if possible, integrate them, these two trends can interfere with each other. The interference can be seen as a new version of the long-running issue of theory versus practice in academic professional education. This study of the purposes, implementation and outcomes of the degree project shows that there are both possibilities and hindrances when it comes to integrating the academic and the profession-oriented goals. Firstly, the three degree project models in European teacher education, i.e. the traditional thesis, the portfolio and the action research model, all allow for the integration of the two kinds of goals. Secondly, five of the goals are conducive to an integration, namely those involving subject knowledge, data collection methods, documentation skills, analysis skills and distancing skills. However, as was mentioned above, the thesis also points to certain factors that may hamper such an integration. Firstly, the academic goals often tend to be seen as more important than the profession-oriented ones in a degree project. Secondly, there are eight goals that may make the integration difficult. Three of these are academic, namely academic level, priority of supervisors’ academic qualifications over their professional qualifications and academic writing, while five are profession-oriented, namely broad knowledge, experience-based knowledge, artistic knowledge, didactic skills and normativity. This thesis analyses the possibilities and difficulties involved in an integration using Bernstein’s concepts of vertical and horizontal discourse. As the academic goals belong to the vertical discourse, they can give teacher students an understanding of why professional activities are done in a particular way, and enable them to critically assess teaching situations, while the profession-oriented goals, which belong to the horizontal discourse, can give them an understanding of how to perform professional activities and introduce them to the practical aspects of teaching. A final conclusion of this thesis is that there are many ways in which academic and profession-oriented goals can be integrated in the teacher education degree project. A successful integration would result in a degree project that incorporates two different perspectives, an academic bird’s-eye-view and a narrower, more profession-oriented one with a closeness to the teaching practice.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2016. 82 p.
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 119
Academic trend, higher education, horizontal discourse, practice trend, vertical discourse
National Category
Research subject
urn:nbn:se:umu:diva-126559 (URN)978-91-7601-549-0 (ISBN)
Public defence
2016-11-04, Humanisthuset Hörsal E, Biblioteksgränd 3, Umeå, 10:00 (Swedish)
Available from: 2016-10-13 Created: 2016-10-10 Last updated: 2016-10-12Bibliographically approved

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