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dc.contributor.authorBaldwin, Richard
dc.date.accessioned2013-08-30T08:55:02Z
dc.date.available2013-08-30T08:55:02Z
dc.date.issued2013-08-30
dc.identifier.isbn978-91-7346-764-3
dc.identifier.issnISSN 0436-1121
dc.identifier.urihttp://hdl.handle.net/2077/32962
dc.description.abstractThe purpose of the thesis is to investigate a specific case of curriculum change; that of organizing teacher training courses around learner outcomes in line with the Bologna process. The investigation is an example of a practitioner research case study and looks at how official Bologna policy messages are re-interpreted and recontextualised at the local micro level. A variety of methods are used to collect and analyse the data produced. A form of discourse analysis, as well as a survey of research literature, is used to identify policy discourses connected with the Bologna process. At the local micro level, local documentation as well as teacher talk in planning meetings are analysed to throw light on how the Bologna process was implemented. A number of discourses were found in policy documents; including the need to modernize higher education and to move towards a more student centred approach to learning. The thesis shows that these discourses were mediated locally by a regulative discourse portraying teachers as role models who have the task of passing on knowledge that is essential for the students to obtain before entering the profession. Instead of challenging the pedagogic identities for teachers and students, the introduction of learning outcomes acted to strengthen the fundamental vertical relations between teachers and students, cementing and confirming the level of control that teachers had over all aspects of the curriculum. Changes made in connection with the introduction of learning outcomes had a minimal influence on practice and were contested by some teacher educators. Teacher educators resisted and mediated the changes made by continuing to use their traditional practices.sv
dc.language.isoengsv
dc.relation.ispartofseriesGothenburg Studies in Educational Sciencessv
dc.relation.ispartofseries342sv
dc.subjectBolognasv
dc.subjectteacher educationsv
dc.subjectpolicy implementationsv
dc.subjectrecontextualisationsv
dc.titleChanging practice by reform. The recontextualisation of the Bologna process in teacher educationsv
dc.typeText
dc.type.svepDoctoral thesiseng
dc.gup.mailRichard.Baldwin@hb.sesv
dc.type.degreeDoctor of Philosophysv
dc.gup.originGöteborgs universitet. Utbildningsvetenskapliga fakultetenswe
dc.gup.originUniversity of Gothenburg. Faculty of Educationeng
dc.gup.departmentDepartment of Education and Special Education ; Institutionen för pedagogik och specialpedagogiksv
dc.gup.price212 kr
dc.gup.defenceplaceFredag den 20 september 2013, kl. 13.15, Högskolan i Boråssv
dc.gup.defencedate2013-09-20
dc.gup.dissdb-fakultetUF


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