Explorar o papel da investigação na formação e no desenvolvimento profissional dos/as professores/as

This paper explores and discusses the role of research in teacher education and teachers’ professional development. It does so by presenting some perspectives on research-based teacher education and conceptual frameworks for teacher professionalism. The relationship between theoretical and practical knowledge is discussed together with central dimensions of teacher professionalism. Three metaphors and figures of thought for the theory–practice relationship are introduced and discussed: research as a mirror, as a compass, and as a stone in the shoe. Against this backdrop, a couple of examples of models for teachers’ professional development through critical engagement and enquiry are presented. Special attention is given to a critical dialogical model for teacher education and professional development that promotes reflective learning through sharing experiences and engaging with theoretical frameworks. This model integrates reflective-analogical, critical-analytical, and interactive self-building processes, enabling teachers and students to transform their knowledge and practices based on new insights. Este artigo explora e discute o papel da investigação na formação de professores e no desenvolvimento profissional dos/as professores/as. Para tal, apresenta algumas perspetivas sobre a formação de professores baseada na investigação e quadros conceptuais para o profissionalismo dos/as professores/as. A relação entre o conhecimento teórico e prático é discutida juntamente com as dimensões centrais do profissionalismo dos/as professores/as. Três metáforas e figuras de pensamento para a relação teoria-prática são introduzidas e discutidas: a investigação como um espelho, como uma bússola e como uma pedra no sapato. Neste contexto, são apresentados alguns exemplos de modelos para o desenvolvimento profissional dos/as professores/as através do envolvimento crítico e da investigação. É dada especial atenção a um modelo dialógico crítico para a formação de professores e o desenvolvimento profissional que promove a aprendizagem reflexiva através da partilha de experiências e do envolvimento em quadros teóricos. Este modelo integra processos de autoconstrução reflexivo-analógicos, crítico-analíticos e interativos, permitindo que professores/as e alunos/as transformem os seus conhecimentos e práticas com base em novas perceçõe

Curriculum making across European nations

This is a short article, drawing upon our recent book, published in the Research Intelligence periodical, published by the British Educational Research Associatio

Curriculum making across European nations

This is a short article, drawing upon our recent book, published in the Research Intelligence periodical, published by the British Educational Research Associationhttps://www.bera.ac.uk/publication/autumn-202

Conclusions: Patterns and trends in curriculum making in Europe

This chapter provides a summary and a concluding discussion on the main findings from the different cases and chapters throughout this volume. The chapter revisits the approach on curriculum making as non-linear and as framed around a conceptualisation of interrelated sites of activity – supra, macro, meso, micro and nano – presented in the introduction. A central conclusion of this book is that the meso site of activity stands out as critical for current developments within curriculum making, both in terms of a transformed role for the nation state in macro curriculum making, as well as implications of policy flows and processes from the supra site of activity. Based on our observations, we suggest an elaborated model for understanding curriculum making, with special attention to the significance of meso curriculum making and teacher agency. In the final part of the conclusions, we argue that there are a number of lessons to be learned from curriculum making in the European context. In line with the significance of meso curriculum making observed throughout the volume, we emphasize the importance of middle ground and mobility, the necessity of participatory curriculum making, and that systems of accountability need to be based on trust. We also underline the importance of a delicate balance concerning regulation – providing support, guidance and steering – together with a critical awareness of destructive as well as progressive forces for maintaining and providing the agency of the educational system for good curriculum making. KEYWORDS

Curriculum Making: A conceptual framing

This chapter provides an introduction to the European case study chapters in this volume on curriculum making. The chapter explores different conceptions of curriculum and curriculum making. It offers a critique of existing thinking about curriculum making as something that occurs within reified levels within an educational system. Such thinking often construes curriculum making as occurring through linear and hierarchical chains of command from policy to practice. Drawing upon previous conceptualizations of curriculum making, the chapter develops a new approach to understanding curriculum making. This is a heuristic rather than a normative framing; it is essentially non-linear, framed around the concept of intertwined sites of activity – supra, macro, meso, micro and nano – within complex systems, with curriculum making framed as types of activity rather than institutional functions

Understanding Curriculum Making by teachers: implications for policy as text and as practice

Recent debates in curriculum studies have focused on the role of teachers as active curriculum makers. In this chapter, we argue for a more systemic approach to curriculum making as social practice. Our particular focus is on micro and nano curriculum making by teachers, that is curriculum making in schools and classrooms respectively, as curricular programmes are developed and enacted into practice. In making sense of these complex practices, we draw upon a theoretical typology for understanding and analysing curriculum making across different sites within education systems, and an ecological understanding of teacher agency. We apply these theoretical insights to the analysis of various influences on micro/nano curriculum, emerging from a range of recent empirical studies in five European education systems. In undertaking this analysis, we challenge prevalent notions of curriculum making as a linear process of delivery or implementation, instead seeking to understand it as interpretation and enactment across sites by multiple social actors, and tracing the multiple and dynamic connection

Understanding Curriculum Making by teachers: implications for policy as text and as practice

Recent debates in curriculum studies have focused on the role of teachers as active curriculum makers. In this chapter, we argue for a more systemic approach to curriculum making as social practice. Our particular focus is on micro and nano curriculum making by teachers, that is curriculum making in schools and classrooms respectively, as curricular programmes are developed and enacted into practice. In making sense of these complex practices, we draw upon a theoretical typology for understanding and analysing curriculum making across different sites within education systems, and an ecological understanding of teacher agency. We apply these theoretical insights to the analysis of various influences on micro/nano curriculum, emerging from a range of recent empirical studies in five European education systems. In undertaking this analysis, we challenge prevalent notions of curriculum making as a linear process of delivery or implementation, instead seeking to understand it as interpretation and enactment across sites by multiple social actors, and tracing the multiple and dynamic connection

Citizenship Education Curriculum Making for Troubled Times

The rise of far-right forces in Europe, the increase in the number of illiberal and autocratic regimes, and influence operations against European democracies call for a new role of citizenship education. While education policy has previously focused on issues of justice, inequality and inclusion, the focus of new far-right parties and governments is now on curriculum content and related cultural issues. In this article, we discuss the implications of changes in the European political landscape for citizenship curriculum making. We propose a research and development approach that connects two broad perspectives − curriculum studies and critical educational scholarship − and covers three areas: study of changing concepts of citizenship and education needs of young people; analysis of factors contributing to connections and disconnections between European and national policies in citizenship education; and new models of curriculum making at the meso-sites. The necessity for broader collaboration between researchers across disciplines and national contexts is highlighted, and the potential as well as limits of the proposed approach to curriculum making in the field of citizenship education are discussed.</p

Nytt vin i gamla läglar Socialdemokratisk kyrkopolitik under perioden 1944-1973

The purpose of this dissertation is to analyse the principal elements of SAP (the Swedish Social Democratic Workers Party) church politics in the period 1944 to 1973. The central issues discussed are the relationship of church and state, freedom of religion, and political reforms touching the General Synod, the parish organisation, and the ordination of women. In this study, I suggest that the SAP adopted the idea of a national church, and imbued it with new meaning. This process of transformation can be equated to the biblical analogy of new wine in old bottles, the new wine being the principles of democracy, decanted into old bottles, the existing church system. The course of the SAP:s policies is outlined as three phases: the conflict phase (1944-1951), the formation phase (1951-1956) and the consolidation phase (1958-1972). During the 1950s the tensions diminsihed between the two groups of activists which are identified within the SAP: The ?separatists?, who held that the established church was incompatible with freedom of religion and should be abolished, respectively the ?modifiers?, who wanted to preserve the established church, and believed it to be essential for freedom of religion. The purpose of the 'modifiers'' policies is described as an attempt to effect the integration of the Church of Sweden into the political system. The ?modifiers? reform policy became the guideline for SAP:s church politics. At the congress 1960 the party took on a new course called ?the freedom of religion approach? and the party manifesto gave 'the principles of democracy and religious freedom' precedence in determining the relationship between the Church of Sweden and the state. At the congress 1972, the SAP backed a proposal to disestablish the Church of Sweden. On 21 March 1973, however, the social-democratic government announced that it would not continue with a formal proposal of disestablishment since major bodies within the Church of Sweden had rejected the idea. This study shows that the failed attempt to disestablish the Church of Sweden in 1973 equally proved to be the embodiment of a successful process of integration and adaptation on the part of the Church of Sweden into democratic society. This study also demonstrates that preconceptions derived from a Lutheran confessional approach characterised the social democrats' political and ideological rhetoric. SAP:s church politics rested on a secularised confessional basis, a 'secularised Lutherdom'