Anita Eriksson

The relationship between ethical positions and methodological approaches: a Scandinavian perspective

In this article, based on reading ethnographic theses, books and articles and conversations with nine key informants, we have tried to describe how research ethics are approached and written about in educational ethnography in Scandinavia. The article confirms findings from previous research that there are different methodological forms of ethnography there. It adds that although ethical descriptions can of course be described by using formal-philosophical ethical-typographies there is also a relationship between ethical holdings and methodological approaches. The different approaches reflect critical, feminist, interactionist and micro-ethnographic forms. The ethical types have been termed utilitarian, deontological, relational and ecological. The main conclusions are that the research we have analysed has always considered ethical issues and that these considerations often in some sense reflect national ethical guidelines from research authorities and financiers. A drift can also be discerned away from utilitarian ethics to relational and ecological thinking in accordance with methodological and ideological commitments and beliefs.

Positive and Negative Facets of Formal Group Mentoring: Preservice Teacher Perspectives

The use of mentoring within teacher education has become more common in recent years, however, there still seems to be a lack of research about formal group mentorship models as a pedagogical process. In my study, I presented knowledge about how a formal group mentorship model used during a teacher education program at a Swedish university has affected the student teachers’ professional development. The findings suggest that nearly all the student teachers describe the mentoring group conversations as beneficial as they have contributed to a strengthened socialization, identity and/or teacher role, a possibility to share experiences, hear others perspectives, and get support in the process of linking theoretical educational content and teaching activities. A few students expressed that the mentoring program has not contributed at all to their professional development.

Empowering Teacher Students for Diversity in Schools: Mentorship Model as a Mediator in Sweden

Swedish society has become more socially diverse in terms of ethnic background and cultural differences. In response to this fact, it is emphasised that teachers should have the skills to develop a culturally responsive pedagogy. The study described in this chapter focuses on how the mentorship model which is a part of the teacher training programme at one university supports teacher students in their efforts to develop this competence. The mentorship model is an attempt to ease teacher students’ efforts to develop professional knowledge and their transition from becoming a teacher to working as one. The present study focuses on how the mentorship model achieves its aim by promoting the teacher students’ professional reflection and preparation about culturally diverse school settings.

Pre-service teachers’ questions about the profession during mentoring group conversations

Abstract The use of mentoring group conversations as a tool to support pre-service teachers’ professional development has become more common. However, there is still a lack of research that shows how conversations are used to develop knowledge. The present paper is based on ethnographical observations of mentoring group conversations, and describes how pre-service teachers who participate in an obligatory mentoring model use their conversations as an arena in their search for professional knowledge. Three areas were focused upon during the conversations: the teachers’ role and teaching practice, conditions for professional development and conditions related to the profession. The pre-service teachers mainly used conversations to question, discuss, share and reflect over pedagogical and didactical dilemmas related to teaching activities in the classroom and to their own as well as other teachers’ behaviour and attitudes in different situations. The paper provides an insight into how a mentoring model can contribute to professional preparation.

4.7 Changing Teacher Education in Sweden? A Meta-ethnographic Analysis Based on Three Long-Term Policy Ethnographic Investigations

This chapter has been developed from a meta-ethnographic analysis of national and international ethnographic research in teacher education. The interpretation of the results from three policy ethnographic studies of teacher education, related to three recent rounds of teacher education reform in Sweden, is however the main focal point. These investigations cover a 30 year reform period from the mid-1980s to the present day. Together they have allowed us to critically reinterpret the most recent round of reform and the recent teacher education policies of the right wing alliance government. The political decisions of this government in teacher education have turned policy development there away from professional unification and the development of a common scientific (cognitive) base of professionalism, toward a horizontal and fragmented cognitive base within a dualistic teacher education structure. This policy turn has previously been termed as a re-traditionalisation turn in teacher education policy making. It has been made on purely ideological foundations and runs against all available scientific evidence concerning teacher education and the professional knowledge needs of teachers.