uu.seUppsala University Publications
Change search
Refine search result
1 - 5 of 5
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the 'Create feeds' function.
  • 1.
    Calander, Finn
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    From ´the Pedagogue of Recreation´ to Teacher´s Assistant2000In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 44, no 2, p. 207-224Article in journal (Refereed)
  • 2.
    Calander, Finn
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Lärarutbildning som symboliskt kapital i ett förändrat utbildningslandskap2008In: Uppdrag mångfald: Lärarutbildniing i omvandling, Umeå: Boréa , 2008, p. 259-293Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    I kapitlet beskrivs och analyseras hur den förändrade rekryteringen till lärarutbildningen har förändrats av och förändrat läraryrkets position relativt andra yrken som kräver postgymnasial utbildning. Materialet som använts är enkätdata från tre lärosäten, registerdata från samtliga högskoleutbildningar i Sverige mellan 1993 och 1998, samt intervjudata från samtal med 19 svenska lärarutbildare. Slutsatser som dras är att 2001 års lärarutbildning ger en svag grund för utvecklingen av en stark yrkesidentitet och att den lokala kontexten kommer att få en ökad betydelse för den enskilda lärarens möjligheter att erhålla socialt erkännande.

  • 3.
    Calander, Finn
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Lärom, rapport 4. Mellan Akademi och Profession: Nitton svenska lärarutbildares berättelser om lärarutbildning igår och idag.2004Report (Other academic)
    Abstract [en]

    During the last decades, the Swedish education system has been in a process of restructuring, in terms of privatisation, marketisation, and deregulation. As a result, in 2001 a new teacher education reform was implemented. As a part of the three year long research project Teacher Educations: Recruitment and Professional Identies during Restructuring (LÄROM), 19 teacher educators were interviued on their experiences of teacher training/education from a professional perspective. The theoretical framework was derived frpm Bourdieu's praxeological theory. Results showed that from teacher educators' horizon, teacher education is percieved as "fragmentised", that academic knowledge "rules" over praxis based teacher knowledge, and a grater "distance" between educators and students has been created in the process. Seemingly there has been a shift from a predominatly oral teacher education culture, where legitimate teacher knowledge was presented in narrative form, to a textualised culture, where legitimate teacher knowledge is presented as texts inside a scientific and academic framework. A central conclusion was that developing a strong professional identity, was hard for student teachers aiming towards teacing in preschool or primary school settings, whereas professional identity development was easier for student teachers aiming at teacing as subject teachers in secondary or upper secondary school.

  • 4.
    Calander, Finn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Student Teachers´ Professional Dispositions2004Conference paper (Other (popular science, discussion, etc.))
  • 5.
    Calander, Finn
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Wikström, Hugo
    Karlstads universitet.
    Freshmen student groups in Sweden and Denmark2004Conference paper (Other (popular science, discussion, etc.))
1 - 5 of 5
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf