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Paper i proceeding
Författare Maria Åström
Marie Ståhl
Maria Svensson
Björn Friis Johannsen
Git Börjesson
Publicerad i Conference proceedings ESERA 2019 13 th ConferenCe | 26th-30th August 2019
Publiceringsår 2019
Publicerad vid Institutionen för didaktik och pedagogisk profession
Språk en
Länkar https://www.esera2019.org/programme...
Ämnesord Collaborative Learning, Higher Education, Learning Progressions
Ämneskategorier Didaktik, Annan naturvetenskap


Teacher education research has a special interest in which professional knowledge teachers should have in order to teach a subject area, that is, which is the subject didactic competence required to conduct teaching. The science education part is short and comprised in the Swedish teacher education program for primary schools, which is challenging. This has also an impact on the students’ progression of learning. Progression can be described as the way in which learning is expressed, that is, evidence of the outcome of learning in individuals. This study concerns research on progression in relation to learning and in terms of subject didactic knowledge, how it is interpreted and staged in primary science context. We have found no research that combines these two parts subject didactic knowledge and progression in teacher education. By using peer conversations as a basis, together with text analysis (course documents) and collaborate classroom observations we have tried to make visible what, why and how subject didactics appears in the teacher program courses in science and technology and if and how, progression is expressed. The work has meant that we, as teacher educators and researchers, have developed a greater understanding of the subject didactic content and visualized course development opportunities relative to a thought about progression.

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