Individual Growth or Institutional Development? Ideological Perspectives on Motives Behind Swedish Higher Education Teacher Training

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Individual Growth or Institutional Development? Ideological Perspectives on Motives Behind Swedish Higher Education Teacher Training

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Publication Article, peer reviewed scientific
Title Individual Growth or Institutional Development? Ideological Perspectives on Motives Behind Swedish Higher Education Teacher Training
Author Silander, Charlotte ; Stigmar, Martin
Date 2018
English abstract
What are the motives for offering or engaging in higher education teacher training courses? This question is of interest for educational developers, teachers, university managers, and policy makers in order to design courses and to meet stakeholders’ expectations. Previous research has mainly focused on the impact of higher education development courses on teacher practice and student learning. Few studies have investigated the motives behind these courses. In this paper, the motives are investigated among students, teachers, university management, and the government. The study is based on national and local documents on educational development and on interviews with representatives from four Swedish universities. The results show that all stakeholder groups are in favour of compulsory courses but the motives differ. Students, management, and government embrace an institutional perspective on educational development, in line with a social efficiency perspective on the purposes of higher education emphasising usefulness, function, and the production of skills. University teachers, on the other hand, have a more individual-oriented view
DOI https://doi.org/10.1007/s10734-018-0272-z (link to publisher's fulltext.)
Link https://link.springer.com/article/10.1007/s10734-018-0272-z .Icon
Publisher Springer
Host/Issue HIgher Education;
ISSN 0018-1560
Pages 17
Language eng (iso)
Subject Educational development
Teacher training courses
Ideologies of education
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/26803 Permalink to this page
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