Professional and Academic Knowledge in Teachers' Research: An Empowering Oscillation

Autor/inn/en	Bergmark, Ulrika; Erixon, Per-Olof
Titel	Professional and Academic Knowledge in Teachers' Research: An Empowering Oscillation
Quelle	In: European Educational Research Journal, 19 (2020) 6, S.587-608 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bergmark, Ulrika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904119890158
Schlagwörter	Action Research; Foreign Countries; Teacher Researchers; Graduate Study; Masters Programs; Teacher Attitudes; Pedagogical Content Knowledge; Academic Language; Faculty Development; Educational Practices; Discourse Analysis; Research Reports; Writing (Composition); Theory Practice Relationship; Sweden + Suchen Sie Ihr Suchwort? Projektforschung; Ausland; Lehrerforschung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Magister course; Magisterstudiengang; Lehrerverhalten; Pädagogische Kompetenz; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Bildungspraxis; Diskursanalyse; Research report; Forschungsbericht; Schreibübung; Theorie-Praxis-Beziehung; Schweden
Abstract	In this article, we study the academisation of the teaching profession in Sweden, which follows contemporary trends in other Nordic and European countries. The specific aim was to analyse 14 reports written by researching teachers enrolled in a master's programme to investigate how they perceive, interpret and value academic and professional knowledge. The conceptual framework comprises theories concerning academic literacies and knowledge structures. The report analysis focussed on scope, aims and research questions, and how the researching teachers related to teacher knowledge and academic knowledge, normativity and a critical approach. After a preliminary analysis, the researching teachers were invited to participate in the analysis, giving their contextual understanding. The study indicates that the reports were based on empirical data and situated in a professional context, with the aim of exploring and understanding professional issues in relation to research, national policies and professional teacher experience. Report orientation was deeply nourished by teacher knowledge. The researching teachers' contextual knowledge both benefitted and challenged academic knowledge and vice versa, with the ambition to improve practice. Accordingly, the teachers' contextual knowledge can deepen the understanding of a research phenomenon. There was an empowering oscillation between teacher knowledge and academic knowledge in the teachers' research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01