Alignment in Teacher Education and Distribution of Leadership: An Example concerning Learning Study

By Nilsson, Ingrid | Forum on Public Policy: A Journal of the Oxford Round Table, Summer 2008 | Go to article overview

Alignment in Teacher Education and Distribution of Leadership: An Example concerning Learning Study


Nilsson, Ingrid, Forum on Public Policy: A Journal of the Oxford Round Table


Introduction: Leadership in society

In this presentation three critical aspects of education are lifted forward: the aspects of distribution of professional leadership, of alignment in learning and of research close to practices. The aim is to exemplify a research project, according to the mentioned aspects, with learning study as an approach for alignment between teacher education and practice supervisors' practice, and as consequence an instrument for distribution of power and leadership in teacher education and also between teacher education and practice. Learning study is an approach for developing lessons, using a theory of variation, the later described in Marton, Runesson and Tsui (2004). The expected result of a learning study is primary pupils' learning and for teacher education, systematic scientifically knowledge, developed in a way possible for teachers and teacher students to apply and distribute. In the conduction of a learning study there are similarities to action research, and action research also is a way of distributing leadership and power in an involving democratic way, see e.g. Sharmann (2007).

The meaning of learning in education is changing continuously in line with changes in society Research with postmodern perspectives is lifting forward changes in society in multiple ways also according to education. Hargreaves (1999) e.g. is pointing out that it is hard to forecast what kind of development that will arise and what development of e.g. knowledge that will be needed. Because of the changes the concept lifelong learning were developed and this means that it is not possible for e.g. educational organizations to determine what knowledge and capabilities that will be useful in the students' and pupils' future lives.

If using Hargreaves reasoning, a consequence of lifelong learning is that the educational organizations have to make it possible for students and pupils to learn how to cope with development and to learn to judge what knowledge that will be needed to learn according to development in society. There are also probably aspects that are critical for the development of learning and knowledge in educational organizations as schools and teacher educations. Examples of such probable critical aspects are epistemological and ontological assumptions for learning, as well as awareness of learning culture and history of the organization.

The government in a society often wants to manage the educational development among others by curricula and syllabuses. When the curricula Lpo 94 (Utbildningsdepartementet (1), 2006b) and Lpf 94 (Utbildningsdepartementet, 2006a) where introduced in Sweden, it was obvious that teachers' roles also were in change all in line with both pupils' and teachers' lifelong learning. Madsen and Risberg (1994) lifted forward the changed and widened teacher role as a consequence of the new curricula. The authors proposed that the teacher profession should include that teachers individually should be able to integrate relevant competencies for the teacher role. In line with the teachers' responsibility for their own development, pupils' ability to be responsible for their own learning and learning process, where lifted forward.

A conclusion of the authors' propositions is that the, by politicians changed teacher role implicitly aimed at changes in instruction for the development of pupils' lifelong learning. Lpo 94 (Utbildningsdepartementet, 2006b) and Lpf 94 (Utbildningsdepartementet, 2006a) are claiming pupils' influence, also concerning the pupils' own learning. One interpretation of these claims is that teachers specifically should take notice of each individual's needs, learning and involvement and at the same time globally take notice of the needs, learning and involvement of a group of twenty to thirty pupils.

Another conclusion made in the government bill, (Regeringens proposition, 1999/2001:135) was that because of the widened teacher role teachers needed in-service training for integrating general teacher competence with subject knowledge. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Alignment in Teacher Education and Distribution of Leadership: An Example concerning Learning Study
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.