This dissertation is driven by questions about images of desired teachers, privileged teacher kno... more This dissertation is driven by questions about images of desired teachers, privileged teacher knowledge, and access to knowledge in teacher education. My position is that images of particular teachers restrict access to teacher education, while visible knowledge increases epistemic access. A particular focus is practicum, where images of desired teachers and privileged knowledge are negotiated between the three arenas of school, university, and policy. Four papers are included, and each paper is a separate study. Two studies engage images of desired teachers. The first study engages lesson observation protocols from the practicum part of teacher education in six countries. The result is four different images of desired teachers: the knowledgeable, the knowledge-transforming, the efficient, and the constantly-improving teacher. The second study is an analysis of Swedish policy reports prepared for political decisions on teacher education, at a national level. The analysis targets mathematics knowledge and mathematics teachers as constructed in the reform. The images of desired teachers constructed in policy were the born, the interested, the knowledgeable, and the skilful teacher. The privileged mathematical knowledge was skills and facts. The next two studies engage privileged knowledge. The third study uses practicum tasks from two programmes in the same institution, and engages an analysis of a third space, where the practice-based context and conceptual objects can integrate. The result is that the visibility of conceptual knowledge, and particularly mathematical knowledge, decreased from the former to the more recent programme, and the third space for theory and practice to integrate, diminished. The fourth study is an analysis of mentor conversations in the school arena, focusing on de-ritualising prompts in teaching. Mentors were found to privilege learners’ agentive participation in learning mathematics and hence the production of narratives and flexible routines. In the studies, the images of desired teachers and privileged knowledge are compared across arenas. The image of the knowledgeable teacher and the image of the efficient teacher who successfully obtains goals, permeated all arenas. There were four differences: one, the images of born, interested, and skilful teachers were visible only in the policy arena; two, the privileged mathematical knowledge in policy was skills and facts to be memorised, while for mentors in schools, learner participation in mathematics discourse was privileged; three, the third space was not generated in practicum tasks, whereas the complex joint labour in teaching and learning mathematics was foregrounded by mentors; four, the image of the constantly improving teacher was found only in the practicum instruments of teacher education. Although the image of a knowledgeable teacher was visible across the arenas, a disagreement on privileged knowledge was found. Student teachers are asked to self-improve, but are at the same time made responsible for recognising invisible knowledge. I claim that more can be done in mathematics teacher education to promote visible knowledge in practicum, and thereby increase epistemic access. I also claim that the image of the born teacher is based on normalisations which are often irrelevant for appraising teachers
Department of Mathematics and Science Education, Stockholm University, 2021
This dissertation is driven by questions about images of desired teachers, privileged teacher kno... more This dissertation is driven by questions about images of desired teachers, privileged teacher knowledge, and access to knowledge in teacher education. My position is that images of particular teachers restrict access to teacher education, while visible knowledge increases epistemic access. A particular focus is practicum, where images of desired teachers and privileged knowledge are negotiated between the three arenas of school, university, and policy. Four papers are included, and each paper is a separate study. Two studies engage images of desired teachers. The first study engages lesson observation protocols from the practicum part of teacher education in six countries. The result is four different images of desired teachers: the knowledgeable, the knowledge-transforming, the efficient, and the constantly-improving teacher. The second study is an analysis of Swedish policy reports prepared for political decisions on teacher education, at a national level. The analysis targets mathematics knowledge and mathematics teachers as constructed in the reform. The images of desired teachers constructed in policy were the born, the interested, the knowledgeable, and the skilful teacher. The privileged mathematical knowledge was skills and facts. The next two studies engage privileged knowledge. The third study uses practicum tasks from two programmes in the same institution, and engages an analysis of a third space, where the practice-based context and conceptual objects can integrate. The result is that the visibility of conceptual knowledge, and particularly mathematical knowledge, decreased from the former to the more recent programme, and the third space for theory and practice to integrate, diminished. The fourth study is an analysis of mentor conversations in the school arena, focusing on de-ritualising prompts in teaching. Mentors were found to privilege learners’ agentive participation in learning mathematics and hence the production of narratives and flexible routines. In the studies, the images of desired teachers and privileged knowledge are compared across arenas. The image of the knowledgeable teacher and the image of the efficient teacher who successfully obtains goals, permeated all arenas. There were four differences: one, the images of born, interested, and skilful teachers were visible only in the policy arena; two, the privileged mathematical knowledge in policy was skills and facts to be memorised, while for mentors in schools, learner participation in mathematics discourse was privileged; three, the third space was not generated in practicum tasks, whereas the complex joint labour in teaching and learning mathematics was foregrounded by mentors; four, the image of the constantly improving teacher was found only in the practicum instruments of teacher education. Although the image of a knowledgeable teacher was visible across the arenas, a disagreement on privileged knowledge was found. Student teachers are asked to self-improve, but are at the same time made responsible for recognising invisible knowledge. I claim that more can be done in mathematics teacher education to promote visible knowledge in practicum, and thereby increase epistemic access. I also claim that the image of the born teacher is based on normalisations which are often irrelevant for appraising teachers
Scandinavian Journal of Educational Research, Mar 22, 2021
ABSTRACT The present study adds to an ongoing debate about third spaces in teacher education, spa... more ABSTRACT The present study adds to an ongoing debate about third spaces in teacher education, spaces where theory and practice come together. One third space is constituted by the written tasks from practicum. Yet research has shown only modest emphasis on theory in such tasks. Tasks from two versions of a programme are used to represent two different positions on linking theory and practice. The tasks were therefore analysed with respect to the demarcation of conceptual objects as well as practice-based contexts. The findings indicate a difference with respect to the demarcation of conceptual objects, especially concepts relating to mathematics and mathematics education. This is seen as indicative of the reduced encouragement of linking theory and practice.
This paper critically explores research on values in mathematics education from a methodological ... more This paper critically explores research on values in mathematics education from a methodological perspective. In the contexts of conducting large-scale international collaborations and comparisons we problematize the interpretation of learning activities as indicators of a certain value. Interviews with students supported our work, and we argue that a learning activity can be interpreted out of different categories of values, depending on the context.The Third Wave Projec
Based on the examination of Chilean and Swedish research, the symposium addresses the possibilit... more Based on the examination of Chilean and Swedish research, the symposium addresses the possibilities and challenges for researching diversity and inclusion in mathematics pre- and in-service teacher education. Departing form concrete localized research and its contextual, theoretical and methodological stances, larger reflections and implications for the education of mathematics teachers that may lead to an increased sensitivity towards students' diversities and their impact in inclusion of students and change of educational experiences in mathematics are drawn.
‘Good teaching’ remains disputed, but few studies have empirically studied variations in views of... more ‘Good teaching’ remains disputed, but few studies have empirically studied variations in views of good teaching as reflected in teacher education. This study performed a content analysis of criteria for student teacher lesson observations stated in protocols from universities in six countries. Similarities across the protocols were the absence of images of the charismatic and the technical-professional teacher, and the dearth of teleological aspects. The degree to which protocols reflected a knowledge base, had clear implementation requirements, valued reasoned judgement, and valued transformation of content varied. On the basis of this range of images of the desired teacher, we suggest four categories of teacher images: the knowledgeable teacher, the knowledge-transforming teacher, the efficient teacher, and the constantly improving teacher, and further discuss the possibility of an inspired teacher.
The starting point for this review are questions on the empirical base for theorganization of pra... more The starting point for this review are questions on the empirical base for theorganization of practicum. Selecting peer reviewed, empirically based articles for2001-2017, with a focus on mathematic ...
This dissertation is driven by questions about images of desired teachers, privileged teacher kno... more This dissertation is driven by questions about images of desired teachers, privileged teacher knowledge, and access to knowledge in teacher education. My position is that images of particular teachers restrict access to teacher education, while visible knowledge increases epistemic access. A particular focus is practicum, where images of desired teachers and privileged knowledge are negotiated between the three arenas of school, university, and policy. Four papers are included, and each paper is a separate study. Two studies engage images of desired teachers. The first study engages lesson observation protocols from the practicum part of teacher education in six countries. The result is four different images of desired teachers: the knowledgeable, the knowledge-transforming, the efficient, and the constantly-improving teacher. The second study is an analysis of Swedish policy reports prepared for political decisions on teacher education, at a national level. The analysis targets mathematics knowledge and mathematics teachers as constructed in the reform. The images of desired teachers constructed in policy were the born, the interested, the knowledgeable, and the skilful teacher. The privileged mathematical knowledge was skills and facts. The next two studies engage privileged knowledge. The third study uses practicum tasks from two programmes in the same institution, and engages an analysis of a third space, where the practice-based context and conceptual objects can integrate. The result is that the visibility of conceptual knowledge, and particularly mathematical knowledge, decreased from the former to the more recent programme, and the third space for theory and practice to integrate, diminished. The fourth study is an analysis of mentor conversations in the school arena, focusing on de-ritualising prompts in teaching. Mentors were found to privilege learners’ agentive participation in learning mathematics and hence the production of narratives and flexible routines. In the studies, the images of desired teachers and privileged knowledge are compared across arenas. The image of the knowledgeable teacher and the image of the efficient teacher who successfully obtains goals, permeated all arenas. There were four differences: one, the images of born, interested, and skilful teachers were visible only in the policy arena; two, the privileged mathematical knowledge in policy was skills and facts to be memorised, while for mentors in schools, learner participation in mathematics discourse was privileged; three, the third space was not generated in practicum tasks, whereas the complex joint labour in teaching and learning mathematics was foregrounded by mentors; four, the image of the constantly improving teacher was found only in the practicum instruments of teacher education. Although the image of a knowledgeable teacher was visible across the arenas, a disagreement on privileged knowledge was found. Student teachers are asked to self-improve, but are at the same time made responsible for recognising invisible knowledge. I claim that more can be done in mathematics teacher education to promote visible knowledge in practicum, and thereby increase epistemic access. I also claim that the image of the born teacher is based on normalisations which are often irrelevant for appraising teachers
Department of Mathematics and Science Education, Stockholm University, 2021
This dissertation is driven by questions about images of desired teachers, privileged teacher kno... more This dissertation is driven by questions about images of desired teachers, privileged teacher knowledge, and access to knowledge in teacher education. My position is that images of particular teachers restrict access to teacher education, while visible knowledge increases epistemic access. A particular focus is practicum, where images of desired teachers and privileged knowledge are negotiated between the three arenas of school, university, and policy. Four papers are included, and each paper is a separate study. Two studies engage images of desired teachers. The first study engages lesson observation protocols from the practicum part of teacher education in six countries. The result is four different images of desired teachers: the knowledgeable, the knowledge-transforming, the efficient, and the constantly-improving teacher. The second study is an analysis of Swedish policy reports prepared for political decisions on teacher education, at a national level. The analysis targets mathematics knowledge and mathematics teachers as constructed in the reform. The images of desired teachers constructed in policy were the born, the interested, the knowledgeable, and the skilful teacher. The privileged mathematical knowledge was skills and facts. The next two studies engage privileged knowledge. The third study uses practicum tasks from two programmes in the same institution, and engages an analysis of a third space, where the practice-based context and conceptual objects can integrate. The result is that the visibility of conceptual knowledge, and particularly mathematical knowledge, decreased from the former to the more recent programme, and the third space for theory and practice to integrate, diminished. The fourth study is an analysis of mentor conversations in the school arena, focusing on de-ritualising prompts in teaching. Mentors were found to privilege learners’ agentive participation in learning mathematics and hence the production of narratives and flexible routines. In the studies, the images of desired teachers and privileged knowledge are compared across arenas. The image of the knowledgeable teacher and the image of the efficient teacher who successfully obtains goals, permeated all arenas. There were four differences: one, the images of born, interested, and skilful teachers were visible only in the policy arena; two, the privileged mathematical knowledge in policy was skills and facts to be memorised, while for mentors in schools, learner participation in mathematics discourse was privileged; three, the third space was not generated in practicum tasks, whereas the complex joint labour in teaching and learning mathematics was foregrounded by mentors; four, the image of the constantly improving teacher was found only in the practicum instruments of teacher education. Although the image of a knowledgeable teacher was visible across the arenas, a disagreement on privileged knowledge was found. Student teachers are asked to self-improve, but are at the same time made responsible for recognising invisible knowledge. I claim that more can be done in mathematics teacher education to promote visible knowledge in practicum, and thereby increase epistemic access. I also claim that the image of the born teacher is based on normalisations which are often irrelevant for appraising teachers
Scandinavian Journal of Educational Research, Mar 22, 2021
ABSTRACT The present study adds to an ongoing debate about third spaces in teacher education, spa... more ABSTRACT The present study adds to an ongoing debate about third spaces in teacher education, spaces where theory and practice come together. One third space is constituted by the written tasks from practicum. Yet research has shown only modest emphasis on theory in such tasks. Tasks from two versions of a programme are used to represent two different positions on linking theory and practice. The tasks were therefore analysed with respect to the demarcation of conceptual objects as well as practice-based contexts. The findings indicate a difference with respect to the demarcation of conceptual objects, especially concepts relating to mathematics and mathematics education. This is seen as indicative of the reduced encouragement of linking theory and practice.
This paper critically explores research on values in mathematics education from a methodological ... more This paper critically explores research on values in mathematics education from a methodological perspective. In the contexts of conducting large-scale international collaborations and comparisons we problematize the interpretation of learning activities as indicators of a certain value. Interviews with students supported our work, and we argue that a learning activity can be interpreted out of different categories of values, depending on the context.The Third Wave Projec
Based on the examination of Chilean and Swedish research, the symposium addresses the possibilit... more Based on the examination of Chilean and Swedish research, the symposium addresses the possibilities and challenges for researching diversity and inclusion in mathematics pre- and in-service teacher education. Departing form concrete localized research and its contextual, theoretical and methodological stances, larger reflections and implications for the education of mathematics teachers that may lead to an increased sensitivity towards students' diversities and their impact in inclusion of students and change of educational experiences in mathematics are drawn.
‘Good teaching’ remains disputed, but few studies have empirically studied variations in views of... more ‘Good teaching’ remains disputed, but few studies have empirically studied variations in views of good teaching as reflected in teacher education. This study performed a content analysis of criteria for student teacher lesson observations stated in protocols from universities in six countries. Similarities across the protocols were the absence of images of the charismatic and the technical-professional teacher, and the dearth of teleological aspects. The degree to which protocols reflected a knowledge base, had clear implementation requirements, valued reasoned judgement, and valued transformation of content varied. On the basis of this range of images of the desired teacher, we suggest four categories of teacher images: the knowledgeable teacher, the knowledge-transforming teacher, the efficient teacher, and the constantly improving teacher, and further discuss the possibility of an inspired teacher.
The starting point for this review are questions on the empirical base for theorganization of pra... more The starting point for this review are questions on the empirical base for theorganization of practicum. Selecting peer reviewed, empirically based articles for2001-2017, with a focus on mathematic ...
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Papers by Lisa Österling