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Prerequisites for Policy and Practice in School–University Partnerships in Sweden : Short- and Long-Term Incentives for Taking Responsibility

Berglund, Helena LU orcid ; Sivhed, Elna LU ; Granbom, Martin LU ; Smidfelt, Linda LU and Neuhaus, Sinikka LU (2024) p.301-318
Abstract
Teacher education for upper secondary school in Sweden is mainly university-based but with parts of the studies as school-based courses. To tackle the main obstacles to pre-service teachers’ placements, and to strengthen collaboration regarding quality and collaborative research, a new national policy is being implemented, which changes the prerequisites for collaboration between schools and universities. This chapter presents an overview of how policy and practice affect incentives in terms of short- and long-term goals of the various actors in collaborations between schools and Lund University. Through an example of practising teachers taking ownership of research, we outline the prerequisites and possibilities for such initiatives to... (More)
Teacher education for upper secondary school in Sweden is mainly university-based but with parts of the studies as school-based courses. To tackle the main obstacles to pre-service teachers’ placements, and to strengthen collaboration regarding quality and collaborative research, a new national policy is being implemented, which changes the prerequisites for collaboration between schools and universities. This chapter presents an overview of how policy and practice affect incentives in terms of short- and long-term goals of the various actors in collaborations between schools and Lund University. Through an example of practising teachers taking ownership of research, we outline the prerequisites and possibilities for such initiatives to help mend the gaps between schools and university. Tensions can arise, expressed in the form of difficulties in bridging gaps between regulations, prerequisites, and views on knowledge. We aim to find our way forward using the new policy as a stepping stone. We use frame-factor perspectives to reflect on how to navigate in relation to various incentives and goals in policy and practice, and how to induce common responsibility for students’ school-based education and collaborative research to develop proactive long-term planning in which tension and concerns can be averted. (Less)
Please use this url to cite or link to this publication:
author
; ; ; and
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
School-based teacher education, Incentives for collaboration, Frame-factor analysis, Collaborative research
host publication
Creating, Sustaining, and Enhancing Purposeful School-University Partnerships : Building Connections Across Diverse Educational Systems - Building Connections Across Diverse Educational Systems
editor
Green, Corinne A. and Eady, Michelle J.
pages
18 pages
publisher
Springer
ISBN
978-981-99-8840-2
978-981-99-8837-2
978-981-99-8838-9
DOI
10.1007/978-981-99-8838-9_16
language
English
LU publication?
yes
id
ecc125c4-f0fa-4b14-b576-fae92280681c
date added to LUP
2024-03-12 13:01:37
date last changed
2024-03-14 02:59:15
@inbook{ecc125c4-f0fa-4b14-b576-fae92280681c,
  abstract     = {{Teacher education for upper secondary school in Sweden is mainly university-based but with parts of the studies as school-based courses. To tackle the main obstacles to pre-service teachers’ placements, and to strengthen collaboration regarding quality and collaborative research, a new national policy is being implemented, which changes the prerequisites for collaboration between schools and universities. This chapter presents an overview of how policy and practice affect incentives in terms of short- and long-term goals of the various actors in collaborations between schools and Lund University. Through an example of practising teachers taking ownership of research, we outline the prerequisites and possibilities for such initiatives to help mend the gaps between schools and university. Tensions can arise, expressed in the form of difficulties in bridging gaps between regulations, prerequisites, and views on knowledge. We aim to find our way forward using the new policy as a stepping stone. We use frame-factor perspectives to reflect on how to navigate in relation to various incentives and goals in policy and practice, and how to induce common responsibility for students’ school-based education and collaborative research to develop proactive long-term planning in which tension and concerns can be averted.}},
  author       = {{Berglund, Helena and Sivhed, Elna and Granbom, Martin and Smidfelt, Linda and Neuhaus, Sinikka}},
  booktitle    = {{Creating, Sustaining, and Enhancing Purposeful School-University Partnerships : Building Connections Across Diverse Educational Systems}},
  editor       = {{Green, Corinne A. and Eady, Michelle J.}},
  isbn         = {{978-981-99-8840-2}},
  keywords     = {{School-based teacher education; Incentives for collaboration; Frame-factor analysis; Collaborative research}},
  language     = {{eng}},
  month        = {{02}},
  pages        = {{301--318}},
  publisher    = {{Springer}},
  title        = {{Prerequisites for Policy and Practice in School–University Partnerships in Sweden : Short- and Long-Term Incentives for Taking Responsibility}},
  url          = {{http://dx.doi.org/10.1007/978-981-99-8838-9_16}},
  doi          = {{10.1007/978-981-99-8838-9_16}},
  year         = {{2024}},
}