Läraruppdragets egenart och rollmodeller : kreativitetsregimer i hybridmoderniteten

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Läraruppdragets egenart och rollmodeller : kreativitetsregimer i hybridmoderniteten

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dc.contributor.author Kupferberg, Feiwel
dc.date.accessioned 2008-01-07T07:21:14Z
dc.date.available 2008-01-07T07:21:14Z
dc.date.issued 2007
dc.identifier.citation 2007:1, 53 - 75 en
dc.identifier.issn 1653-1868 en
dc.identifier.uri http://hdl.handle.net/2043/4996
dc.description.abstract What does learning to become a professional mean and how can the scientific study of various forms of professional education help those institutions that educate teachers understand better what becoming a professional teacher means in contemporary Swedish society? In this inauguration lecture as new professor of education at Malmo University, I argue that the traditional understanding of what it means to enter a profession that we find in the subdiscipline “the sociology of professions,” has had an unfortunate tendency to overestimate the importance of scientifically grounded knowledge and underestimate other forms of relevant knowledge and experience. In order to conceptualize such an alternative view of analyzing professional education and learning, I suggest the concepts of “creativity regimes” and “hybrid modernity.” Whereas the former concept helps us to clarify how professional education can help students to cope with new situations in a creative manner within their own profession, the concept of hybrid modernity suggests that the professional education of teachers can also gain from studying other types of professional education, as this could broaden the creative competence of future teachers. What I am suggesting is thus that rather than trying to prepare teachers for a career as researchers – which represents a particular creativity regime where critique is the dominant norm in which students are professionally socialized – the education of teachers should be organized around the dominant norm of the pedagogical creativity regime, which is dialogue. Teaching has its own role expectations, norms and identity, but in a society which is increasingly hybridized, being inspired by other models is both a virtue and necessity This role-modeling should not drive out the core competence of teaching but rather supplement it.
dc.language.iso swe en
dc.subject Läraryrket en
dc.subject Professional education
dc.subject role expectations
dc.subject role models
dc.subject professional norms
dc.subject creative competence
dc.subject creativity regimes
dc.subject core competence
dc.subject hybrid modernity
dc.subject.classification Humanities/Social Sciences en
dc.title Läraruppdragets egenart och rollmodeller : kreativitetsregimer i hybridmoderniteten en
dc.type Article, peer reviewed scientific en
dc.contributor.department Malmö University. School of Teacher Education en
dc.subject.srsc Utbildning en
dc.subject.srsc Kreativitet en
dc.relation.ispartofpublication Educare;1 en
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