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To let teachers grow: learning and identity development as possibilities and challenges within the frames of Lärarlyftet
Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.ORCID iD: 0000-0002-9266-786X
2010 (English)Conference paper, Presentation (Other academic)
Abstract [en]

In 2007 the Swedish government decided to put resources into a project that offered active teachers to develop disciplinary competence through university studies. Along with ten other applicants, the Royal College of Music in Stockholm got the mission to educate 10 music teachers from the compulsory school towards a licentiate exam. The teachers came from all of Sweden and were registered at one out of five participating higher music education institutions. At the same time they continued as music teachers at 20% employment in their ordinary schools. The governmental aim is that the teachers after their exam shall come back in those employments as more competent. The education in common for all students was organized as courses and in virtual meeting rooms of different kinds. The motive is for the teachers to be participating in several communities of practice at the same time, aiming to develop as researching practicing teachers in a broad way. In a developing research project, the teachers growth was followed. The investigation is guided by the following questions: How can a research school be organized as a developing community of practice where individual experiences can be shared with others? How can learning trajectories between the research school, the research communities and the everyday practice be encouraged and how are they perceived by the students? The methods used are teachers’ continually encouraged written reflections and documented group discussions, together with written tasks included in the different courses. In the round table discussion I want to discuss the possibilities and challenges for such an education within the frames of Lärarlyftet. What becomes the task for higher education when the teachers are taking part in a PhD education at the same time as they work, and are expected to go back to their ordinary work in schools. What are the possibilities for good learning and identity development, and which are the challenges? I aim to let the participants write down their thoughts, divide them into smaller groups to discuss different aspects of the phenomenon from an educational perspective, to gather different experiences and visions that can function as a base for a final large group discussion. The aim is to increase consciousness about how PhD courses within governmental projects as Lärarlyftet can be organized in the most fruitful ways where my experience of being a co-ordinator for a national research school can function as a case.

Place, publisher, year, edition, pages
Research subject
Music Education
URN: urn:nbn:se:ltu:diva-38616Local ID: d0f4e520-249d-11df-be83-000ea68e967bOAI: diva2:1012117
NU2010 : Dialog för lärande 13/10/2010 - 15/10/2010
Godkänd; 2010; 20100228 (cefe)Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2017-01-19Bibliographically approved

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