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ERIC Number: EJ1179467
Record Type: Journal
Publication Date: 2018-May
Pages: 25
Abstractor: As Provided
ISSN: EISSN-1573-1812
Human Elements and the Pragmatic Approach in the Australian, Scottish and Swedish Standards for Newly Qualified Teachers
Fransson, Göran; Gallant, Andrea; Shanks, Rachel
Journal of Educational Change, v19 n2 p243-267 May 2018
Teacher standards are used in many countries, but it has been argued that there is a disconnection between the standards and teachers' everyday practices. Mega-narratives about teachers' practices have been recognised as powerful for educational change and when implementing and legitimising standards. In this comparative study, the standards for newly qualified teachers in Australia, Scotland and Sweden are analysed in order to determine the extent to which they contain human elements, here framed as contextual professionalism, and/or paradigmatic knowledge (Olson and Craig in "Teach Coll Rec" 111(2):547-572, 2009a). This comparison facilitates an exploration of how teachers' work is envisaged in the respective countries and what is expected or required from newly qualified teachers. The results indicate that the Australian and Scottish standards emphasise paradigmatic knowledge in teaching, whereas the now abandoned Swedish standards emphasise contextual professionalism in teaching.
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Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United Kingdom (Scotland); Sweden
Grant or Contract Numbers: N/A