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The coordination of teaching habits in doing and undergoing policy reform
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)ORCID iD: 0000-0001-8036-6245
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)ORCID iD: 0000-0001-6764-954X
(English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257Article in journal (Refereed) Submitted
Abstract [en]

The release of major reforms makes teachers reconsider how they teach. In Sweden, a new curriculum along with grading and national tests were introduced in Year 6 science education in 2012/2013. After two years the national tests were made voluntary and ended the following year. We will investigate what implications these reforms had for teachers’ teaching and assessment practices in science education. Interviews with 10 teachers over four subsequent years were analyzed in order to explore how teachers coordinate their teaching habits in the encounter with new policy. First it was striking that almost all the teachers accepted the reforms as a positive element in their professional work. In the last round of interviews it was evident that the teachers, after the tests were taken away, downplayed the significance of the national tests as something that changed their teaching and changed what they consider as good science education.

Keywords [en]
educational reform, teaching habits, science education
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-337887OAI: oai:DiVA.org:uu-337887DiVA, id: diva2:1171116
Projects
Grades and national tests in year 6: potential influence on science teaching
Funder
Swedish Research Council, 2012-5769Available from: 2018-01-05 Created: 2018-01-05 Last updated: 2018-01-05

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