This study examines teacher and student talk about schoolwork in mentor conversations in the Swedish comprehensive school. The mentor conversations occurred within the scope of classroom work called work with own goals. This work organization emphasized students autonomy, responsibility and free choice in accordance with ideals in late-modern pedagogy. Frequently used tools such as mentor conversations, individual development plans and learning style analysis are regarded as transformations of the Foucauldian notion of technologies of the self used in a pedagogical context. Talk is analyzed and as a result the tools are described as vehicles for fostering self-reflection and self-control in students. There is little evidence of student commitment and genuine dialogue in the conversations. These rather mirror cemented functions of schooling, such as teacher control and traditional patterns of classroom interaction.
The article presents a study of higher education teachers' view of student participation. The aim of the study is to describe and understand perceptions of student participation on teaching in relation to organisations, processes and contents through statements by a number of teachers. The theoretical framework consists of Foucault's view of power and Arnstein's participation model. The method is a qualitative textual analysis. The results show that student participation can be identified on the basis of the topics governance, activity and evaluation, and that there are six perspectives that show various levels of student participation and degrees of power. The conclusion is that student participation should be demonstrated on the basis of a broader perspective than normally seems to be the case.
This article starts from Derridas account of the condition of possibility of ethics as the experience of aporia. Drawing also upon Nietzsches notion of intellectual conscience, various aspects of what this means for education are discussed. Since teaching practice is typically characterised by choices between conflicting values, ethics in teachers work entails sensitivity to the complex and dilemma-loaded reality of practice. If choices of action are predetermined by a program to be implemented, ethical awareness is dimmed or eroded. Present neoliberal educational policies may contribute to such erosions of the conditions of possibility of ethical action in educational practice.
The present study examines the assessment conditions, assessment content and assessment processes of a school-based course within a teacher education program in Sweden. The empirical base consists of supporting documents for assessment, eight student-teaching conferences with teacher educators, mentors and student teachers, and interviews with the teacher educators. The analysis tools used are a theoretical framework of teacher knowledge as well as models for assessment of vocational knowledge. The results show that the assessment is exclusively expressed formative, and only student teachers procedural knowledge from a knowledge-in-practice approach is assessed. One assessment model characterizes the assessment processes where the formal learning objectives are not standard for the assessment of the student teachers. This means that teacher educators and mentors not easily can check the students vocational actions against learning objectives, but need to base their assessments on their own knowledge and experiences as teachers.