ERIC Number: ED339734
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
"Policy Making": A Study of Curriculum Development in Contemporary Teacher Education. Report 1990:02.
This report is one of a group of papers examining curriculum issues related to science education courses at a Swedish university. Symbolic interactionism and symbolic interactionist ethnography have informed the research strategies in these investigations. The paper focuses on curriculum development from the actor's perspective. To evaluate a natural science course, interviews were conducted with 18 science education students and six teacher educators. Respondent-validated texts were developed from the interview data for each participant to determine his or her viewpoint about the course. Of particular interest were the views of teachers and students about changes in the teacher education program. Although a broad perspective was a stated aim at the policy level, in actual practice the course was divided into a series of topics, and students had difficulty gaining a broad view. The holistic approach anticipated in planned reforms did not materialize in the course as taught. Students questioned the relevance of some course material to the teaching they would be doing. The report is in English and is preceded by a Swedish summary. A 95-item list of references is included. (SLD)
Descriptors: College Students, Course Evaluation, Curriculum Development, Curriculum Evaluation, Educational Change, Educational Policy, Elementary Secondary Education, Foreign Countries, Higher Education, Holistic Approach, Interviews, Policy Formation, Science Education, Student Attitudes, Teacher Attitudes, Teacher Education, Teacher Educators
Department of Education and Educational Research, Gothenburg University, P.O. Box 1010, S-431 26 Molndal, Sweden.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Goteborg Univ., Molndal (Sweden). Dept. of Education and Educational Research.
Identifiers - Location: Sweden