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Examining Praxis. Assessment and Knowledge Construction in Teacher Education Rotterdam:
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MacIntyre, A.C. (1984). After virtue: a study in moral theory. (2. ed). Notre Dame, Ind.: University of
Notre Dame Press.
Marx, K. (1888). Teser över Feuerbach [Theses on Feuerbach]. In F. Engels (Ed.). (1946) Ludwig
Feuerbach och den klassiska tyska filosofins slut. Stockholm: Arbetarkulturs förlag. (Original work
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Rorrison, D. (2007). Jumping Through Spinning Hoops, Chance or a Carefully Constructed Learning
Journey? A Critical View of Learning in the Secondary Practicum. Unpublished doctoral
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Schatzki, T. (2001a). Introduction: Practice Theory. In T.R. Schatzki, K. Knorr-Cetina, & E.V. Savigny,
(Eds.) The practice turn in contemporary theory. London: Routledge.
Schatzki, T. (2001b). Practice mind-edorders. In T.R. Schatzki, K. Knorr-Cetina, & E.V. Savigny,
(Eds.) The practice turn in contemporary theory. London: Routledge.
Schön, D. (1983/2003). The Reflective Practitioner. How Professionals think in action. London:
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Wenger, E., McDermott, R. & Snyder, W.M. (2002). Cultivating communities of practice: a guide to
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Matts Mattsson,
University of Tromsø, Norway
Doreen Rorrison,
Charles Sturt University, Australia
Tor Vidar Eilertsen,
University of Tromsø, Norway
244
CONTRIBUTORS
Sharon Ahern is a sessional lecturer and practicum liaison officer at Charles Sturt
University, Wagga Wagga. She has been a primary school teacher for the past nine
years. Sharon´s main research areas include children´s early literacy experiences
and parent, teacher interaction. She is currently completing a graduate certificate in
educational research at CSU. Sharon has been involved in practicum liaison for
students enrolled in Charles Sturt Universities Bachelor of Education (primary)
course for the past three years. Recent publications have focused on teachers
communicating with parents, community groups and service providers and the area
of VET pedagogy in the Hair and Beauty industry.
Ros Brennan Kemmis currently holds the position of Head of the School of
Education at Charles Sturt University. Her academic background is in the area of
economic history (BA Hons). Ros has a postgraduate Diploma in Language and
Literacy (CSU) and a Master of Education (CSU). Ros´s areas of special interest
have been in VET pedagogy and practice, traineeships, and online teaching and
learning. She has had an extensive education career that spans teaching
engagements from kindergarten through to tertiary level. She has received an
Order of Australia For service to children and school education, particularly
through the Federation of Parents and Citizens Associations of NSW
(http:www.itsanhonour.gov.au) and won a Carrick Award for pioneering work at
the national and institutional level in the embedding of a VET sector qualification
into university awards, supported by robust credit transfer pathways.
Helene Brodin, PhD, is researcher and project manager at the Research and
Development Centre for the Care of Older and Differently Abled People in
Stockholm, Sweden. Before becoming involved in practice related research and
development in the field of health and social care services, she worked as a Senior
Lecturer at the Department of Economic History, Umeå University. Helene´s
publications include monographs and book chapters on policy changes and
gendered inequalities in the distribution and access to elderly care in Sweden.
Currently she works in an international research project funded by the European
Union Agency for Fundamental Rights, which explores inequalities and multiple
discrimination in access to health care in five European countries.
Tor Vidar Eilertsen is Associate Professor at the Institute of Teacher Education
and Pedagogy at the University of Tromsø, Norway. Research interests are mainly
related to action and participatory research concerning organisational development,
learning and assessment strategies in schools and in teacher education, especially
the practicum and the relationship between theory and practice. Eilertsen has been
Editor of the Norwegian Journal of Education, committee leader and member of
National Teacher Curriculum Program Development and a national evaluator of
245
CONTRIBUTORS
university teacher programs, as well as external evaluator of teacher study
programs at Norwegian universities.
Peter Emsheimer combines research on teacher education and teaching
specialising in supervision and reflection. Supervision can be regarded as a mode
to promote reflection. Preservice teachers need freedom to test ideas and models of
working. This research aims to learn about the perspective of the learner, the
preservice teachers. Emsheimer is a lecturer in the Institutionen för pedagogik och
didaktik at Stockholm University.
Eli Moksnes Furu is Associate Professor at the Institute of Teacher Education and
Pedagogy at the University of Tromsø, where she teaches pedagogy in the teacher
training program. For several years she has combined research with instruction in
action research for teachers. Her doctoral thesis from 2007 is about Swedish
teachers´ research and changes that have been accomplished through action
research. Prior to her research career Eli worked for several years as a teacher and
school administrator at the primary level.
Lotte Hedegaard-Sørensen is an Assistant Professor at Danish School of
Education, University of Aarhus, Department of learning. Her research interest is
in inclusive education and special education, teaching and professionalism in
diverse learning environments and practice knowledge, professional development
and professionalisation of practice. Research methodologies are inspired by action
research, as they are empirical and collaborative.
Hannu L. T. Heikkinen, PhD, is a senior researcher at the Finnish Institute for
Educational Research at University of Jyväskylä in Finland. He is also an Adjunct
Professor in three universities in Finland and in Charles Sturt University,
Australia. He has worked in developing teaching practice in collaborative school
networks since 1994 in University of Jyväskylä. Besides mentoring of preservice
teachers and newly qualified teachers, his research interests concern qualitative
research methodologies, especially those of action research and narrative inquiry.
Anders Jönsson holds a position as Assistant Professor at Kristianstad University
College and is also a researcher in Educational Research at the Centre for
Profession Studies (CPS) at Malmö University, Sweden. His research interest is in
assessment, especially the assessment of professional competency in higher
education, but is also involved in projects concerning assessment of science in
compulsory school.
Ulla Kiviniemi works as a lecturer at University of Jyväskylä in Finland. Her main
interest areas are teaching practicum and arts and crafts education. Recently she
has also been involved in national follow-up and evaluation study of initial and in-
service teacher education.
246
CONTRIBUTORS
Nilani Ljunggren De Silva holds a PhD in Sociology of Education, a Masters in
Pedagogy and Sociology and a Bachelor of Law. She has carried out extensive
field research on educational issues in Sweden, Africa and South Asia. She is the
author of several books including the Peace Education Handbook for teachers and
Inclusive Education in the Light of Social Justice. De Silva supervises PhD and
MSc theses related to Pedagogy, Development and Management Studies. She also
conducts consultancies within the field of pedagogy and development.
Sirkku Männikkö Barbutiu, PhD, holds a position as a lecturer and director of
postgraduate studies at the Department of Education in Arts and Professions at
Stockholm University. Her research interests cover teacher education, professional
development of teachers, and ICT in teaching and learning. She is currently
involved in action research and school/professional development within an
international project.
Matts Mattsson´s doctoral thesis was based on an action-research project carried
out in a local community. Other publications deal with community work, special
education and praxis-related research. He is a PhD in Social Work and Associate
Professor in Pedagogy. He was a university lecturer in Special Education at
Stockholm University 1998-2011 and is now working part time with the Institute
of Teacher Education and Pedagogy, University of Tromsø, Norway. Mattsson is
one of the coordinators of the Pedagogy, Education and Praxis Collaboration.
Karin Rørnes is an Associate Professor at the Institute of Teacher Education and
Pedagogy, University of Tromsø, Norway. She is a lecturer in Pedagogy and is
currently working with a new Master of Education 1-7, Pilot in the North (PIN).
Her recent research is related to two nationally initiated projects that implicate a
collaborative partnership between the university and schools. Karin has had a
career as a teacher, a school administrator and as pedagogical and psychological
adviser. She is interested in educational politics, has been leader of the local
Teacher Union and is now engaged on a national level. She has also written a book
about bullying in school.
Doreen Rorrison, PhD, has worked and researched in Australia, Canada and
Sweden. After twenty years teaching in schools her doctoral thesis and major
research and teaching in universities focuses on the practicum in teacher education.
Rorrison is currently an adjunct lecturer at Charles Sturt University in Australia
and is involved in a number of projects focusing on teacher identity and learning.
Professor Susan Tetler works in the Department of Education, Aarhus Universitet
in Denmark. She is Research Director for the research program ‘Inclusive
Education and Social Pedagogy’. She is also a visiting professor to Malmö
University since 2007. Tetler´s major research areas are inclusive education,
disability research and multi-site, multi-researcher methodology and she is a
member of the Danish Disability Council, the Research Council for University
247
CONTRIBUTORS
College Metropol (Copenhagen) and the Board of the Danish Network for
Disability Research.
Päivi Tynjälä, PhD, is Professor in research on teaching and learning in higher
education at the Finnish Institute for Educational Research of the University of
Jyväskylä, Finland. She has published widely both nationally and internationally.
Currently she serves as an Editor-in-Chief of the Educational Research Review.
She is also an Editorial Board member of Vocations and Learning – Studies in
Vocational and Professional Education.
Piet-Hein van de Ven is an Associate Professor in Subject-specific
Methodology/Fachdidaktik, and a teacher educator in Dutch language and
Literature at ILS, Graduate School of Education, Radboud University, Nijmegen in
the Netherlands. His research interests lie in the field of theory/rhetoric and
practice of L1-education, including historical and international-comparative
perspectives.
248
INDEX
AUTHOR INDEX
A
Archer, M. S., 126
Aristotle, 3, 5, 11, 95, 97, 117, 126, 142, 144, 169–170, 228
Ax, J., 3, 21–22, 92
B
Baartman, L. K., 170, 172
Ball, S., 197
Barnett, M., 220
Barth, F., 117
Beattie, M., 42
Bereiter, C., 95, 97–99
Berni, K., 132–134, 137, 141
Bernstein, R. J., 3, 228
Bernstein, B., 20, 83
Biesta, G., 95
Biggs, J., 65, 127, 148
Bolhuis, S., 148, 151–152
Bourdieu, P., 3, 125–126, 138, 153, 199, 226–228, 236
Bradbury, H., 100
Bradley, B., 10
Burgess, R., 48
Brennan Kemmis, R., 13, 211–221, 239–240, 245
Brodin, H., 12, 131–145, 191, 193, 201, 203, 234–235
Bullough, R., 56
C
Calderhead, J., 191
Carlgren, I., 131
Carr, W., 4–7, 94, 100–101, 150, 158, 203
Chavez, C., 20
Clandinin, D.J., 48–49
Clarke, C., 115–116, 125, 128
Cochran-Smith, M., 70, 73, 85
Collès, L., 201
Connelly, F., 48
Cooper, B., 133
Cortazzi, M., 62
Cox, R., 21
Creswell, J. W., 24, 27
249
INDEX
D
Dale, E.L., 7, 73–74
Darling-Hammond, L., 170
Dewey, J., 20, 22, 31, 69, 158, 161, 203
Dufays, J.L., 201
Dyson, A., 115–116, 125, 128
E
Eilertsen, T.V., 1–13, 34, 69–87, 98–99, 131, 142, 145, 189, 191, 193–194, 197–199, 201, 203, 206,
211, 219–220, 223–243
Ely, M., 25, 27, 30
Emsheimer, P., 12, 32, 147–166, 193–194, 196, 201, 204, 236
Englund, T., 195–196, 198
Eraut, M., 5, 8, 169–170
Ewing, R., 74
F
Fernandez, C., 70
Fishman, S.M., 87
Freire, P., 3, 20, 228, 241–242, 244
Fried, R., 151, 196
Fullan, M.G., 76, 149
Furu, E.M., 11, 34, 69–87, 92, 145, 189, 191, 197, 199, 201, 219, 230
G
Galloway, L., 217–218
Gee, J., 191, 198
Giroux, H., 20
Gordon, M., 148, 150, 156–157, 160, 193
Gramski, A., 20
Green, B., 5
Grootenboer, P., 3–4, 46, 73, 85, 92, 103, 132, 134
Gustavsen, B., 5
H
Habermas, J., 3, 197, 228
Hadot, P., 96
Hamilton, D., 108
Hancock, R., 70
Hargreaves, A., 70
Harwood, W., 220
Hattie, J., 72–73
Haugaløkken, O., 8, 101
Hedegaard-Sørensen, L., 12, 113–128, 162, 191–193, 201, 203, 220, 233–234, 246
Heggen, K., 131
Heikkinen, H., 91–109, 192–193, 199, 201, 203–204, 219, 232
Herrlitz, W., 191
Hirst, P., 195
Honneth, A., 92–93
Hultman, G., 191–199
250
AUTHOR INDEX
J
Jensen, K., 70
Johansson, I., 5, 21, 131–132, 143
Jonsson, A., 172–173, 176
K
Kant, I., 103, 108–109
Keating, T., 220
Kemmis, S., 3–5, 7, 11, 13, 21–22, 29, 38, 41, 46, 70, 73, 85, 92–94, 100–101, 103, 132, 134, 143, 203, 211–221,
224, 239–240
Kincheloe, J., 22, 69
Kim, J., 49, 62
Kiser, E., 48
Kiviniemi, U., 12, 91–109, 192, 199, 201, 203, 219, 232
Kjørstad, M., 132–133, 144
Komulainen, J., 102
Kolb, D. A., 149
Korthagen, F., 5–7, 73–75, 78, 148–150, 152, 157–158, 160, 164, 191, 203–204, 238
Kress, G., 198
Kvale, S., 8
Kvernbekk, T., 148, 150, 152, 154, 163, 204
L
Labov, W., 48
Laclau, E., 133
Lam, C.M., 132–133
Lather, P., 21, 46
Laursen, P.F., 124, 127
Lave, J., 4–5, 8, 46, 74, 77, 86, 170
Le Cornu, R., 74
Leavy, P., 49
Leung, T., 132–133
Lewis, C., 70
Liedman, S, E., 6, 10–11, 169
Lindström, L., 8, 242
Lingard, B., 6, 24
Lixian, J., 62
Lund, T., 77
Lytle, S.L., 70, 85
M
Maeder, C., 201
Mansvelder-Longayroux, D., 204
Marx, K., 3, 19, 138, 228
Maslow, A.H., 149
Matthijssen, M., 194–196
Mattsson, M., 1–13, 21, 29, 45–46, 72, 97–99, 131, 142–143, 169–185, 191–194, 198, 201, 203, 206,
211, 220, 223–243
McDermott, R., 8, 223
251
INDEX
MacIntyre, A.C., 227
Messick, S., 173
Miedema, S., 194
Millward, A., 115–116, 125, 128
Moss, P., 46
Mouffe, C., 133
Männikkö-Barbutiu, S., 32, 45–64, 74, 194, 203, 212, 229–230
O
OECD, 10, 71–73, 170
Ongstad, S., 198
O’Sullivan, E., 47
P
Paré, A., 97
Parr, G., 197
Pauw, I., 204
Perry, R., 70
Phelps, L., 199–200
Phillion, J., 48
Piaget, J., 31–32, 69, 149, 153, 155–156, 158, 164, 236
Plato, 5, 194
Polkinghorne, D. E., 117, 126
Ponte, P., 3, 8, 21–22, 72, 84, 92, 213
R
Ramberg, P., 8, 101
Reason, P., 100
Reid, J., 48, 219–220
Reisner, E., 96
Remington Smith, E., 148, 151–152, 154, 159–160, 163–164, 166, 196
Rolf, B., 150
Romano, M., 47
Romo, J. J., 20
Rorrison, D., 1–13, 19–42, 45–64, 74, 97–99, 131, 142, 191–194, 197–198, 202–203, 206, 211–212,
220, 223–243
Rorty, R., 191
Rose, N., 115
Russell, B., 5
Rönnerman, K., 92
S
Saam, J., 220
Salo, P., 92
Sawyer, W., 191, 195
Scardamalia, M., 95, 98–99
Schatzki, T.R., 4–5, 7, 11, 92, 103, 225, 227
Scholes, R., 199
Shulman, L. S., 46
252
AUTHOR INDEX
Schön, D.A., 5, 7, 20, 22, 125, 132–133, 141, 143, 194, 228, 242
Slobin, D., 194
Smith, B., 72
Smith, R., 72, 148, 151–152, 154, 159–160, 163–164, 166, 196
Smith, T. J., 21–22, 38, 46, 63, 213, 228
Smyth, J., 21, 27, 29–30, 48
Snoek, M., 190, 198, 200, 202
Snyder, W.M., 8, 223
Somekh, B., 85
Stenhouse, L., 7, 69
Strøm, B., 8, 243
T
Tang, C., 127
Tetler, S., 12, 113–128, 162, 191–193, 201, 203, 206, 220, 233–234, 247
Thavenius, J., 194
Toulmin, S., 5
Trevithick, P., 132, 144
Tripp, D., 47
Tynjälä, P., 12, 91–109, 192, 199, 203, 219, 232
U
Uljens, M., 108
V
Van de Ven, P.H., 8, 12–13, 189–207, 238–239, 242
Van der Leeuw, B., 204
Van Manen, M., 46, 49
Van Swet, J., 15, 72
Välijärvi, J., 92, 95
W
Wacquant, J. D., 125
Wenger, E., 4–5, 8, 46, 74, 77, 86, 170, 223
Wiggins, G., 170
Wilson, G., 132–134, 137, 141
Wong, H., 132–133
Y
Yoshida, M., 70
Z
Zeichner, K., 70, 73,.85, 87, 204, 219–220, 240
253
SUBJECT INDEX
A
Accountability, 22, 197, 212
ALACT model, 203
Aristotelian, 4, 11, 21, 60
Assessment
authentic assessment, 170–172
formative assessment, 147, 238
performance assessment, 170, 172–173, 184
reliable assessment, 174, 180–184
summative assessment, 12, 171, 182, 185
transparent assessment, 238, 241
Australia, 1, 11, 13, 19–20, 23–24, 27–30, 32–34, 38–40, 46–48, 62, 211, 213–219, 228, 230, 239–240,
242–243
Authenticity, 20, 54, 81, 83, 87, 172, 231
B
Basgrupp, 1, 28, 32, 35–37, 40, 53, 193, 229
Bildung, 11, 52, 92
Bio-medical approach, 116
Border crossing, 11, 19–42
C
Canada, 1, 11, 19, 24, 27–30, 33–35, 38–40, 228, 240
China, 1, 11, 46–48, 50–51, 62–63, 230, 240, 243
Collaborative
collaborative arena, 70
collaborative dialogue, 200
collaborative inquiries, 49
collaborative learning, 206
Community
community of practice, 5, 9, 11, 126, 170, 223
community project, 1, 54
learning community, 10, 35–36, 41, 74, 119, 229, 231, 241
Competence-based learning paradigm, 12, 132–134, 138–139, 141–142, 235
Conceptualise
conceptual framework, 19, 37, 42, 190, 194, 196, 200, 205, 229
conceptualisation, 80, 86, 98, 135, 137, 142, 169, 238, 243
Construction, 20, 47, 72, 78, 114, 205, 214, 216, 221
Criteria, 5, 27, 94, 171–177, 179–180, 182, 184, 197, 237–238, 241
Critical
critical encounter, 54, 58–59, 61, 63–64
critical praxis, 7, 144
critical spiral, 27, 29–31, 40–41
critical reflection, 19, 29, 74, 133, 204
Cross-border, 19–20, 36, 80, 191
254
SUBJECT INDEX
D
Denmark, 1, 12, 113–115, 120–121, 127, 220, 233, 240, 243
Determine
determinants, 225–226
predetermine, 227
Dialectic, 3, 33, 132, 137, 152, 165, 219, 223, 225, 228, 235, 237, 240–241
Dialogue conference
authentic dialogue, 231
non-hierarchical dialogue, 199
Dichotomy, 12, 113, 191, 220, 234
Didactics, 156, 159, 183
Discursive, 3–4, 46, 73, 85, 133–134, 212, 224–225, 228–229, 239, 241
E
Ecology, 3, 28, 34, 37–39, 62, 81–82, 228
Education
educational practice, 3, 9, 12, 80, 95, 113–128, 150, 155, 205, 227, 241–242
educational theory, 1, 6, 37, 91, 93, 125, 150
inclusive education, 12, 113–114, 116, 119–120, 123, 128, 162–163
learner-centred education, 62
special education, 1, 12, 113–128, 162, 193, 220, 233–234, 243
teacher-centred education, 62
text-driven education, 62
Empower, 78, 108, 206
Enactment, 45, 54–55, 61
Enlightenment, 7, 11, 92, 94, 96, 109
EpistƝmƝ, 5, 7, 74, 97, 132, 142, 192, 205
Epistemology, 2, 6–7, 22, 206, 223, 234
Ethics, 27, 94–95, 99–101, 193, 195, 202, 226, 232, 238
Evidence-based approaches, 10
Expanded arena, 86, 231, 241–242
F
Finland, 1, 12, 91–93, 95, 100, 102, 104, 232, 240, 242–243
Framing
reframing, 19, 29, 46, 228, 231, 242
H
Habitus, 226–227
Hegemony, 20, 23, 161–162
High North project, 72, 80–84, 86, 231
I
Integrated practicum approach, 53, 62, 127
Integrative pedagogy, 91–109, 232
Integrative process, 151–152, 196
K
Knowledge
conceptual knowledge, 93
255
INDEX
conditional knowledge, 5, 132
contextual knowledge, 2
declarative knowledge, 5, 98, 154–155
educational knowledge, 20, 24
general knowledge, 150–151, 204, 225
generalised knowledge, 5, 192, 196
instrumental knowledge, 95, 206, 239, 241
integrated knowledge, 169
interpretive knowledge, 2, 133, 193–194, 235, 238
particular knowledge, 150–151, 204
pedagogical content knowledge, 52, 73, 190, 202, 204
practical and experiential knowledge, 93
procedural knowledge, 5, 98
propositional knowledge, 5, 192
regulative knowledge, 93–94, 98, 100
research-based academic knowledge, 193
self-knowledge, 135–139, 141–145, 203–204, 235–236
self-regulative knowledge, 95, 98, 100
situated knowledge, 19, 128, 132, 137, 235
socio-cultural knowledge, 93, 99–100
subject knowledge, 54, 57, 179, 183, 190, 202
tacit knowledge, 98, 151, 171, 225
technical knowledge, 204
theoretical knowledge, 12, 78, 91, 98, 100, 125, 127, 131–133, 135–137, 139–142, 145, 147–148,
150–153, 157, 163–164, 166, 169, 193, 196, 203, 235
universal, formal and explicit knowledge, 98, 193
useful knowledge, 197
valid knowledge, 195, 198, 238–239
L
Learning
learning communities, 10, 35–36, 41, 74, 119, 229, 231, 241
learning conversation, 29, 36, 41, 212, 221
learning encounter, 45
learning narratives, 45
learning schools, 69–70, 72–75
practice learning, 131–134, 137, 139, 143–145, 151, 204, 235
situated learning, 86
Lessons study, 83, 212
M
Memorable encounter, 45–64, 230
Mentor, 8, 19, 22, 26–29, 32–36, 38–41, 50, 57, 61, 63, 75–79, 81–84, 86–87, 98, 100–101, 159, 198,
205, 217, 219, 228–229, 231, 238, 240–241, 246
Models for practicum
case based model, 9, 226, 231, 234, 237, 242
community development model, 8, 230–231, 243
community of practice model, 5, 9, 11, 126, 170, 223
256
SUBJECT INDEX
dis-integratred model, 53, 61–62
integrated model, 9, 218, 230, 232, 236
integrative pedagogy model, 91, 93–94, 98–99, 232
laboratory model, 8, 125, 232
master-apprentice model, 8, 52, 189
partnership model, 8, 191, 226, 243
platform model, 9, 231, 242
Research and Development model, 9, 189, 226
N
Narrative inquiry, 27, 48–49
Narrative analysis, 48, 78
Navigare project, 75, 201, 231
Netherlands, 1, 9, 12–13, 20, 189–190, 194–195, 198, 200, 202–203, 206, 238, 240
Network for Practicum and Praxis Projects, 224
New Public Management, 10, 93
Normative theories, 119, 124
Norway, 1, 11, 13, 35, 69, 71, 81, 86, 101, 154, 231–232, 240, 242–243
P
Participate
central participation, 12
peripheral participation, 74, 86, 120
Partnership, 8, 35, 50, 71, 85, 191, 197, 219–220, 226, 239, 243
Pedagogical paradox, 91, 104, 107–109
Perplexing situations, 161
PhronƝsis, 5–7, 60, 63, 71, 74, 95, 117, 126, 132, 142, 144, 170, 192–193, 205, 238
PIL-project, 71–72
PISA, 10, 38, 92, 191, 197, 206
Platform, 9, 72, 84, 231, 242–243
Positive circle of recognition, 92
Postmodern, 22
Practical
practical philosophy, 6
practical reasoning, 4–6
practical theory, 7, 175
practical wisdom, 6, 8–9, 95, 132, 151, 164, 170, 193, 200, 223, 238
Practice
practice architectures, 1–2, 4, 7, 22, 38, 45–46, 49–54, 61, 64, 72–73, 84–85, 87, 92, 103, 142,
212–213, 225, 227, 229, 234, 239, 241, 243
practice first, 6, 74, 152, 237
best practice, 6, 79
context-related practice, 228
cross-referencing practices, 25
epistemology of practice, 7, 242
theorising practice, 121, 125–126, 220
Practicum
practicum architecture, 53, 62
257
INDEX
practicum curriculum, 120–121
practicum encounter, 63–64, 100, 151, 221, 236, 242
practicum experience, 2, 23, 26, 48, 53, 58, 61–63, 102–108, 135, 138, 147, 214–215, 218, 236
Prescriptive theories, 115, 124–125, 127, 193
Professional
professional autonomy, 1, 12, 91, 93, 95–96, 100, 104, 107–108, 211, 232–233, 241
professional identity, 1, 4, 47, 83, 175, 229, 236–237, 241
professional learning, 10–11, 22, 50, 73, 75, 126
professional practice knowledge, 1–5, 8, 12, 47, 63, 120, 127, 131–142, 144–145, 223, 229–231,
233–237, 241
situated professionalism, 1, 12, 113–128, 162, 206, 218, 233–234, 241
Psycho-medical approaches, 114–115, 120, 125, 128, 233
Q
Qualification
double qualification, 71
quality assurance, 6
personal qualities, 131, 143, 201, 235
R
Rational
technical rationality, 7, 194, 206, 239, 241
technocratic rationality, 195–197, 239
Realistic approach
realistic teacher education, 6, 74, 191, 203, 232, 238, 242–243
Reflection, 1–2, 6–7, 12–13, 19, 22, 29–31, 35, 41, 46–48, 51, 54–56, 72, 74, 76, 78, 86, 98, 100, 106,
116–117, 123–126, 131–145, 147–166, 177–179, 183, 189–207, 211–221, 227–228, 234–242
reflection-in-action
reflective capacity, 5, 12, 165, 223, 237, 242
reflective competence, 202–203
reflective dialogue, 36–37, 41, 91, 105, 107–109, 229
reflective learning, 12, 132–135, 137–142, 192, 201, 203–206, 235
reflective practice, 1, 108, 142, 241
reflective practitioner, 1, 5, 52, 141–143, 145
reflective skills, 94, 98
reflective stance, 163–164
Reflective learning paradigm, 12, 132–135, 137–142, 201, 203, 235
Rhetoric, 9, 69, 125, 190–192, 199, 203, 205, 216, 238
Research
accountable, empirical research, 75
action research, 3, 7, 11–12, 33, 35, 74, 79, 91, 93–94, 100, 102, 124, 128, 199–200, 203, 206, 218,
227–228, 230, 232–234, 242, 246–247
collaborative research, 3, 223
emancipatory action research, 7, 203, 227
participatory action research, 3
praxis-related research, 3
researching teacher, 69–70
qualitative research, 21, 27
258
SUBJECT INDEX
S
Scaffold
faded scaffolding, 101, 108, 233
School development, 8–9, 11, 40, 69, 71–72, 75–77, 85–86, 189, 220, 231, 243
School-hijacking, 101, 104, 106, 232
Scoring rubrics, 2, 172–173, 175, 184
Social
social competence, 75, 77, 79, 176, 201, 231
social field, 2, 4, 226–227
socialisation, 46, 62, 73
Socially situated knowledge, 132, 137, 235
Sweden, 1, 11–13, 19, 21, 23, 27–29, 32–33, 35–37, 39–40, 46–48, 52, 72, 131, 148, 173, 175, 180,
184, 196, 228–230, 232, 240, 245
T
Taylorism, 94
Teacher, teaching
teacher as researcher, 69
teacher identity, 54–57, 61, 64, 230
teaching practicum, 91–93, 99–100, 102, 105–106, 108
teaching stance, 151–153, 159–161, 163–164, 236–237
TechnƝ, 5, 95, 117, 125, 132, 142
Theoretical framework, 19, 21, 117, 119, 212, 223
Theoretical understanding, 12, 159, 162, 164–165, 201
Transformative, 23, 30, 32–33, 41, 64
Transparency
transparent, 30, 32, 34, 41, 73, 238
U
Universalism, 45, 62
V
Validity
validation, 201
Vocational, 52, 138, 142, 159, 189, 201
259