Ecer2014 edling&mooney simmey-professionalism

APPROACHING TEACHER EDUCATORS’ DEMOCRATIC

PROFESSIONALISM

Silvia EdlingGeraldine Mooney Simmie

[email protected]@ul.ie

The paper is part of a larger comparative study of teacher educators’ democratic professionalism in Sweden and the Republic of Ireland.

- A minor quantitative study based on a summative content analysis where we have counted the amount of times democracy and key words related to a specific theoretical way of grasping democracy and democratic professionalism occurs in the four policy documents (Hsieh & Shannon, 2005).

- A qualitative study, based on critical discourse analysis (CDA) of how democracy, ethics, moral and values are described in the four policy documents.

- A qualitative study, based on CDA, where we compare descriptions of critical thinking in

the four policy documents

BACKGROUND

The aim of this paper is to study the validity of two hypotheses, namely that those key words linked to democracy and democratic as well as to a progressive and emancipatory understanding of education have decreased in both Sweden and the Republic of Ireland within a shift of a decade. In addition to the two hypotheses we ask the following questions:

 - Are there any similarities/differences between official policy documents for TE between 2000/2002 and 2010/2011 in relation to word count for democracy and teacher educator democratic professionalism? If so, what kind of similarities or/and differences can be found?- Are there any similarities or/and differences between the results for Sweden and the Republic of Ireland? If so what kind of similarities and/or differences can be found?- How can these changes tentatively be explained, drawing on the two countries historical background as regards TE?

AIM…QUESTIONS?

• Historical background• Theoretical context• Methodolgy• Results• Discussion

STRUCTURE

There are similar trends in the Republic of Ireland and Sweden concerning the relationship between the government and TE, even though some significant differences can also be noticed:

1) Firstly, TE has in both countries been subjected to several and major reforms.

2) Secondly, there has from a governmental level been a desire to professionalize the work of TE during the 1980s and 1990s, by explicitly encouraging an inside-out professionalism rather than outside-in professionalism in ways which have influenced teacher educators’ professional expectations.

3) However, since 2010 both countries have experienced a paradigm shift in TE from democratic government to managerial governance accompanied by increasing levels of outside-in-professionalism and an increased external symbolic control, systemic regulation and top-down inspection.

As concerns differences, TE in Ireland appears to have had a more distinguished reputation to date, attracting student teachers of high academic caliber to the teaching profession, than TE in Sweden which has experienced a radical decrease in popularity and intake of qualified students. Moreover, TE in Ireland has for a long time been under the ownership and trusteeship of the Christian (mainly Catholic) Churches and values attached to this [emphasizing social commitments, social justice, holistic education, coherence, inclusivity and positive relations], while education in Sweden, including TE, more evidently has emphasized democracy, plurality, justice, equality, and equity as a foundation or frame-work.

HISTORICAL BACKGROUND

1) Narrow versus broad democracy (atomistic and holistic democracy) (Dewey, 1906/2002).

2) Emancipation and the problems with dualism, power-relations, dilemmas/ambivalence and essentialism (cf. Edling, forthcoming, Kumashiro, 2000, Honig, 2007, bel hooks, 1990, Bauman, 1991, Säfström, 2011, Adams e al., 2007, Cochran-Smith, 2004)

3) Inside-out-professionalism versus outside-in-professionalism (Stanley & Stronach, 2013).

COMPETING DISCOURSES OF TEACHER’S DEMOCRATIC

PROFESSIONALISM

WORDS SELECTED FOR COMPARISON

Plurality Social

relations

Values Individual

Plural,

Plurality

[mångfal

d]

Socialization Values

ethical,

ethics,

moral

Influence, agency,

activism, autonomy

Diversity

[olikhet]

Relationship

, relational

Democracy,

Democratic

Reflective, reflection

  Collaborativ

e,

cooperation

Justice,

equity,

equality

Meaning, meaning-making

WORDS SELECTED FOR ANALYSIS

• Content analysis is based on an idea that verbal documents are expressions of communication that convey something qualitatively valuable about what counts as meaningful, and what does not, in a society and is useful when doing cross-cultural and comparative studies (Cohen & Manion, 1994, p. 55; Hemmings & Woodcock, 2011). The

• The study is conducted in three steps: a) an overall examination addressing whether the two hypotheses are correct or not, b) depicting words that have decreased most and words that have increased most in the two countries over the decade, and c) comparing similarities and/or differences between the countries (cf. Hsieh & Shannon, 2005).

METHODOLOGY

Sweden Ireland

Prop. (1999/2000:135). En förnyad

lärarutbildning

[A Renewed Teacher Education].

39607 words

DES (2002). Advisory Group on

Post-Primary Teacher

Education. Dublin: Department

of Education and Skills.

14448 words

Prop. (2009/2010:89). Bäst i klassen

– en ny lärarutbildning.

[Best in class – a new teacher

education].

31809 words

Teaching Council. (August

2011). Initial Teacher

Education: Criteria and

Guidelines for Programme

Providers In accordance with

Section 38 of the Teaching

Council Act, 2001. Maynooth:

The Teaching Council.

6856 words

ANALYZED MATERIAL

RESULTS

  Prop. 1999/2000

Prop. 2009/2010 COMPARISON

Words Absolute

frequency

Relative

frequency

Absolute

frequency

Relative

frequency

Percentage

change in

absolute

frequency

Percentage

change in

relative

frequency

Democracy,

democratic

17 0.04% 2 0.01% -88% -85%

  DES 2002 Teaching Council 2011

COMPARISON

Words Absolute

frequency

Relative

frequency

Absolute

frequency

Relative

frequency

Percentage

change in

absolute

frequency

Percentage

change in

relative

frequency

Democracy,

democratic2 0.01% 0 0.00% -100% -100%

Sweden:

The Republic of Ireland:

  Sweden 2000 Ireland 2002

Words Absolute

frequency

Relative

frequency

Absolute

frequency

Relative

frequency

Percentage

change in

absolute

frequency

Percentage

change in

relative

frequency

Relationship,

relation

6 0.02% 43 0.30% 617% 1865%

Meaning,

meaning-making

2 0.01% 13 0.09% 550% 1682%

Reflective,

reflection

13 0.03% 65 0.45% 400% 1271%

Context,

contextual

15 0.04% 64 0.44% 327% 1070%

Social,

socialisation

13 0.03% 41 0.28% 215% 765%

Values, ethical,

ethics, moral

26 0.07% 39 0.27% 50% 311%

Collaborative,

cooperative

29 0.07% 24 0.17% -17% 127%

Influence, agency,

activism,

autonomy

11 0.03% 7 0.05% -36% 74%

Diversity 104 0.26% 34 0.24% -67% -10%

Justice, equity,

equality

35 0.09% 9 0.06% -74% -30%

Plural, plurality 6 0.02% 0 0.00% -100% -100%

Total 260 0.66% 339 2.35% 30% 257%

  Sweden 2010 Ireland 2011

Words Absolute

frequency

Relative

frequency

Absolute

frequency

Relative

frequency

Percentage

change in

absolute

frequency

Percentage

change in

relative

frequency

Reflective,

reflection

1 0.00% 25 0.36% 2400% 11499%

Values, ethical,

ethics, moral,

1 0.00% 15 0.22% 1400% 6859%

Meaning,

meaning-making

1 0.00% 7 0.10% 600% 3148%

Context,

contextual

8 0.03% 25 0.36% 213% 1350%

Relationship,

relation

7 0.02% 10 0.15% 43% 563%

Influence,

agency, activism,

autonomy

1 0.00% 1 0.01% 0% 364%

Social,

socialisation

14 0.04% 14 0.20% 0% 364%

Collaborative,

cooperative

9 0.03% 4 0.06% -56% 106%

Diversity 71 0.22% 2 0.03% -97% -87%

Justice, equity,

equality

4 0.01% 0 0.00% -100% -100%

Plural, plurality

(mångfald)

2 0.01% 0 0.00% -100% -100%

Total 802 2.52% 162 2.36% -80% -6%

• The study shows that, in both countries, the word count in relation to the democratic professional identity of the teacher (educators), such words as democracy, justice, influence, has drastically diminished in the four policy documents studies, from the start of the century to more recent times.

• The focus in the policy documents in Sweden has been more on the uniqueness of the individual and their social (democratic) ties to an egalitarian society whereas in the Republic of Ireland, in keeping with a theocratic framing, the emphasis has been predominantly on commonality and collective identity, such as, group reflective practices for teachers in TE, and the creation of a fair and just society.

CONCLUSIONS…

THANK YOU FOR LISTENING!

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