This thesis takes its point of departure in the discussion about theory and practice relationships in the 2001 Teacher Education Reform Act. In this reform a clear point is made concerning the conne... merctions between teacher education to research on the one hand and the teaching profession on the other, through an emphasised relationship between theoretical knowledge and practical experience. The main aim of the thesis is therefore to investigate how the theory and practice relationship appears within teacher education in educational conversations between students and between students and teacher educators. The intention is to record and analyse the content of these conversations in relation to formal policy texts and the content and organisation of the education as a whole and to try to understand more about how students in pre-service teacher education construct knowledge about their coming profession and what role conversations of the kinds focussed play in this process. The questions raised in the research are related to how theory and practice can be brought into a closer and more productive relationship, which is a key aim of teacher education since 2001 according to formal policy texts. The research has used a combination of ethnography and critical discourse analysis as a theoretical and methodological framework. Data production has been founded upon participant observation, interviews, field interviews and an analysis of policy and other texts about higher education in general and teacher education in particular. The field research has been conducted in a teacher education programme for the Swedish pre-school and early school years at one particular Swedish university. In the analysis of written policy the concepts of scientific foundations, proven experience, theory and practice were given particular attention and it was seen that these concepts are used and situated dualistically. Proven experience is the concept that seems to be most problematic of the four in so much that it is not defined in the policy documents and in texts about higher education there are several different definitions. Teacher educators predominantly use two teaching strategies to generate possibilities for students to couple theory and practice and construct professional knowledge. However, some differences were noted in the aims with conversations expressed by school/pre-school and university based teacher educators respectively. These differences created some difficulties for student teachers in constructing their professional knowledge. In their conversations students look for, compare, share, professionally relate, professionally ground, theoretically relate and theoretically ground and analyse content. Practical experience has been pointed out as important for connecting theory and practice and seems to be a precondition for students when they try to professionally ground literature and lecture content. The absence of such experiences made these activities more problematic. A performativity demand in relation to formal examination requirements tended to eclipse discussions about professional knowledge and to a certain extent this obstructed the realisations of the aims teacher educators have had.

C-uppsats; Dubblett finns

Den här studien har lyft blivande lärares tankar och förväntningar kring undervisningen om sharia. Syftet har varit att ta reda på hur lärarstudenter resonerar kring deras kommande utmaningar som lärare. Sharia är som konstaterat inte så enkelt att undervisa i utan är ett ämne med många utmaningar. De utmaningar som kom fram mest i resultatet var massmedias bild av islam och elevernas fördomar om islam. Respondenterna var eniga om att utmaningarna måste tas. Trots att respondenterna är lärarstudenter och inte aktiva lärare antogs lärarrollens ansvar i att försvara skolans värderingar. Lärarstudenterna visade sig vara oroliga över det.

<p>Syftet med föreliggande studie var att utföra en utvärdering av i vilken grad högskolan i</p><p>Halmstad lyckas med att uppfylla de mål och riktlinjer som lagts fast för lärarexamen i</p><p>samhällskunskap på gymnasienivå. Halvstrukturerade intervjuer utfördes. Urvalet bestod av</p><p>fem individer som alla genomfört samhällslärarutbildningen på högskolan i Halmstad.</p><p>Intervjuteman var ämneskunskaper, pedagogisk kunskap, den demokratiska skolan och</p><p>praktisk kunskap. Resultaten och analysen visade enligt studiens intervjupersoner att</p><p>samhällskunskapslärarutbildningen vid högskolan i Halmstad till viss del uppfyller de mål och</p><p>riktlinjer som lagts fast för lärarexamen med avseende på dess undervisning kring den</p><p>demokratiska skolan och dess beståndsdelar som till exempel värdergrundsfrågor och alla</p><p>människors värde samt ifråga om barns sociala, emotionella och kognitiva utveckling. Målen</p><p>och riktlinjerna uppfylls, enligt studiens interjupersoner, dock inte till fullo vad gäller</p><p>ämneskunskaper och dess tillämpning i skolorna, allmän och ämnesdidaktik, betygsättning</p><p>och bedömning, informationsteknik som pedagogiskt verktyg samt förebyggande och</p><p>hantering av kränkningar och diskriminering.</p>

<p>This study intends to analyze and compare the core litterature outlined in two specially selected teacher training establishments. The purpose of the investigation is to examine what specific perspectives they focus upon and the competences they require for teachers of tomorrow.</p><p>The result shows that there are certain differences in perspective when varying the point of focus, but there are also common elements inte the core litterature between the two establishments. This analysis will provide a base for discussion on how the differences may be a result of the environment where the colleges of higher learning are situated and also on the individual needs in the surrounding area when they were first established.</p>

No description available.

This study intends to analyze and compare the core litterature outlined in two specially selected teacher training establishments. The purpose of the investigation is to examine what specific perspectives they focus upon and the competences they require for teachers of tomorrow. The result shows that there are certain differences in perspective when varying the point of focus, but there are also common elements inte the core litterature between the two establishments. This analysis will provide a base for discussion on how the differences may be a result of the environment where the colleges of higher learning are situated and also on the individual needs in the surrounding area when they were first established.

No description available.

<p>C-uppsats 15 hp; Lärarexamen</p>

Skolan har genomgått ett flertal förändringar under 2000-talet och en av dessa är regering-ens krav på en grundkompetens som de utbildade lärarna, samt de som utbildar sig till lära-re, ska ha. Syftet med denna studie var att undersöka hur utbildade och yrkesverksamma lärare uppfattar detta krav, vilka kompetenser som anses vara viktiga att ha inom läraryrket och om de ansåg att regeringens krav på en grundkompetens var relevant för dem. För att få svar på dessa frågor intervjuades fem utbildade och yrkesverksamma lärare. Resultaten visar att grundkompetensen överensstämmer med de kompetenser informanterna redan be-sitter. Förutom grundkompetensen anser informanterna att det är viktigt att ha pedagogisk kompetens, kompetens i mångfald och digital kompetens. Informanterna anser att delkom-petenserna är relevanta men att det kan bli svårt att bedöma detta kriterium då det saknas tydliga riktlinjer i propositionen En förnyad lärarutbildning.