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Phase 2 of the Teacher Professional Learning for Inclusion (TPL4I) project revisited the Agency’s 2012 Profile of Inclusive Teachers to consider its relevance and use for all education professionals. The result is the 2022 Profile for Inclusive Teacher Professional Learning, which builds on the 2012 Profile to present a tool for a wider group of stakeholders. It invites education professionals and policy-makers to consider inclusive TPL competences from a whole-school and community perspective. The full report is available in English as a PDF. It presents the 2022 Profile, essential features of competence development for inclusion and the proposed framework for such competence development. It explains the Profile’s development, offers guidance for its use and provides country examples of competence-based professional development for inclusion. The Profile – i.e. the framework for competence development for inclusive education – is also available as an open-source Word file in all Agency languages. You are free to access, use, modify and disseminate it with appropriate credit to the Agency. It may be used separately from or in alignment with existing competence frameworks for teachers and other education professionals., This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein., {"references":["European Agency for Special Needs and Inclusive Education, 2022. Profile for Inclusive Teacher Professional Learning: Including all education professionals in teacher professional learning for inclusion. (A. De Vroey, A. Lecheval and A. Watkins, eds.). Odense, Denmark"]}

This essay describes the growing interest in and use of concepts such as phronesis and authenticity in educational research and practice. While phronesis seems to be connected to the ethical dimension of education and educational guidance, the concept of authenticity seems to be connected to the existential dimension. This essay shows the relatedness between those two concepts and the relevance of an “existence philosophical” perspective on phronesis and authenticity. The author points to the importance of an ontological approach where phronesis and authenticity are understood as two ways of respectively sensing and understanding the Being-dimension. This existence philosophical approach opens up for a new kind of praxis of Philo-Sophia, which could be realized in teacher training, when the focus is on how to become more mindful and aware of the Bildung-process in education and guidance. The essay suggests that this Being-dimension can be approached through the emergence of Communities of Wonder between the teacher and teacher student in the classroom or guidance session. Udgivelsesdato: December

The role of special education teachers is currently facing an exten- sive renewal process closely related to the professional transition from a narrow understanding of special education, rooted in the deficit paradigm, to a broader vision of inclusion as a whole-school and community action. Within such a process, student teachers’ professional development in special education plays a crucial role. Studies on this topic underline how student teachers’ beliefs and attitudes regarding inclusive education deeply affect their future teaching activity. Research shows that, while student teachers usually agree with the principles of inclusive teaching, they are much less sure of how to implement those principles in their teaching practice. By assessing the breadth of the gulf between ideals and practice, my investigation emphasises how the video analysis of simulated lessons carried out by student teachers can contribute to a positive change in student teachers’ attitudes towards inclusion in school. Such a change would help student teachers develop a reflective stance that would strengthen their ability to transform inclusive principles into everyday educational practices.

This article provides an overview of the main sociological approaches applicable to the study and analysis of teaching, teachers and teacher education. Analytical perspectives from sociology are then compared to research on teachers from two other disciplines, education economics and educational psychology, which have produced the lion’s share of recent research on teachers. In the article’s final section, recent results are reported from surveys of student teachers and teachers in two Nordic countries, Denmark and Finland, to exemplify the importance of institutional and other contextual variables for the study of teachers and teaching. The article ends with a plea for a renewed sociological research agenda that studies teachers and teacher education.

The education for teaching in the Danish gymnasium, which constitutes the general upper secondary level schooling in Denmark, has a tradition more than 200 years old. The education and training for teaching is called pædagogikum and takes place in the beginning of a teaching career, after graduation from university. A crucial dimension in pædagogikum is socialising graduates into becoming teachers. This paper presents an analysis of this socialisation process during the theoretical part of the teacher course in the subjects Danish, Mathematics and Social Science. Based on ethnographic fieldwork, and inspired by Bourdieu’s sociological theory, practices and discourses in the teaching – including the use of pedagogic theories and research results – are analysed. Based on this, possible consequences of the pædagogikum are discussed in the light of the objectives of gymnasium schooling.

II denne artikel undersøges undervisningsbegrebets aktuelle tilstand og dets filosofiske indhold og muligheder. Først argumenteres for, at undervisningsbegrebet i dets nuværende brug reduceres til at være en metode, der skal optimere konstruktivistisk læring, som har det store problem, at det bygger på en afvisning af undervisning selv. Dernæst undersøges fire forskellige nyere bidrag til et undervisningsbegreb, som kan forstås helt uafhængigt af konstruktivistisk læring. Via analyser af Daniel Breslauers, Gert Biestas, Chris Higgins og Jan Masscheleins pædagogiske filosofi argumenteres for, at undervisning består af en dobbelt gavegivningsproces, som sætter læreren og eleven i et langt mere tæt, kulturelt og vekselvirkende samspil end hidtil. .

I Skolepolitik og undervisningskvalitet i Danmark analyserer Hans Dorf, i hvilket omfang skolepolitikken understøtter folkeskolens muligheder for at realisere sit mangesidige formål, og hvordan den besvarer samfundsændringer, der stiller skolen over for nye udfordringer.Med afsæt i den skolepolitiske udvikling siden 1960’erne undersøger Dorf det seneste årtis folkeskole- og læreruddannelsesreformer og vurderer den øgede indflydelse fra transnational uddannelsespolitik og ønsket om at basere skolens udvikling på forskningsviden. I forlængelse heraf belyser han, hvad god faglighed egentlig består i, hvad der kendetegner den undervisningskvalitet, som dygtige lærere udøver i praksis, og hvilke forudsætninger en professionel lærervirksomhed hviler på.

This paper suggests the term 'paradoxical' to understand how health education (HE) is carried out and experienced as contradictory and inconsistent by student-teachers who learn about health in Kenyan teacher training colleges (TTC). The claim is that students, apart from formal HE lessons, also learn about health in non-curricular HE, which influences their actions in tangible ways. Bourdieu, medical anthropology and critical educational theory were used to understand processes of cultural negotiation, the production of HE discourses and how learning appears to be a mix of moralities and action competence. This long-term fieldwork used ethnographic methods, including participant observation, interviews and focus-group discussions conducted in three TTCs in Central and Eastern Kenya. The study concludes that regardless of institutional HE norms, student-teachers develop critical awareness and action competencies, learning to deal with health in more active, concrete and practical ways than those conveyed in HE lessons.

Establishing coherence between general pedagogics, subject matter and teaching practice is a well-known and recognized problem in Danish teacher education. I investigate this through three analytical dimensions: 1) music teacher competences between subject matter knowledge and pedagogical knowledge, 2) music teacher competences between theory and practice and 3) music teacher competences between music teacher education for the professional practice of teaching music and the teaching practices of music teachers in schools. Based on Benners (2010) praxeological understanding of a pedagogical professional practice, anintegrated professional practice is argued for. This leads to the analysis of institutional aspects, which is the main theme of this article. The analysis of the institutional aspects is carried out applying Archers (1995) morphogenetic approach. The analysis shows an institutional polarization based on organizational structures,counteracting an integrated professional teaching practice. This leads to the argument for the necessity of professional strategic organization enabling a professional teaching practice. The need for understanding the practice of music teaching as a profession thus is justified through the professional practice of teaching music, and the professional practice is justified in the pedagogical practice of teaching music as such.

Forbindelsen mellem teori og praksis er en grundlægende udfordring. Det gælder alle fag og professioner men ikke mindst for lærer- og pædagogstuderende, som netop formidler viden og som denne bog derfor adresserer. Den grundlæggende idé er, at teori og praksis kan relateres på flere forskellige måder, og de hver af disse understøtter bestemte opfattelser af pædagogik og undervisning. Denne bog forsøger derfor give svar på, hvordan du kan forstå og omsætte relationerne mellem teori og praksis i dine pædagogiske studier og aktiviteter. Bogen giver dig viden om:• Hvordan og hvorfor teori og praksis relaterer sig til hinanden som forskellige vidensformer, og hvordan disse forskellige former for viden ofte knytter sig til den kultur, som de optræder i.• Hvordan du kan analysere og syntetisere den måde, du i dit eget pædagogiske arbejde relaterer teori og praksis på, så du dermed også kan skærpe dit perspektiv på andres praksis.• Hvordan du kan skabe en pædagogisk praksis, hvor der er en transparent sammenhæng mellem teori og praksis.Relationer mellem TEORI OG PRAKSIS henvender sig særligt til lærer- og pædagogstuderende i forbindelse med praktikken, bachelorprojektet og pædagogiske udviklingsprojekter. Bogen igennem diskuteres relationen mellem teori og praksis gennem cases og eksempler.

Artiklen præsenterer de første undersøgelsesresultater fra den danske WATSups gruppes arbejde. WATSup er et internationalt, dansk-svensk-tysk forskningssamarbejde, der fokuserer på lærermangel i de tre lande.

Establishing coherence between general pedagogics, subject matter and teaching practice is a well-known and recognized problem in Danish teacher education. The question raised is the relation between theory and practice and how to understand the professional knowledge and competences of the teacher in this relation. Based on an earlier analysis of the constitution of teacher competences in a relational field between different knowledge -bases, I discuss different models of levels and types of knowledge. A major problem is the distinction between research knowledge and professional knowledge, which is developed by use of a prakseological approach leading to a reconstruction of the levels of professional knowledge and competences. The consequence is to describe the relation between theory and practice in this context as indirect and complex, at the same time separated and related which can be understood through a number of analytical levels. This has been found useful in analysis of music teacher knowledge and competences of music teachers in teaching general music in primary schools and in instrumental teaching in music schools.

Troen på, at lærerjobbet er verdens vigtigste og mest meningsfulde, er ved at blive erstattet af fortællingen om den udkørte, stressede og grundlæggende utilfredse lærer. Anderledes ser det ud i Finland.

I november 2021 udkom en arbejdsgruppe i Undervisningsministeriet med et forslag til en revision af læreruddannelsen. Revisionen er blevet til på baggrundaf en evaluering af den tidligere læreruddannelse, hvori kritik af forholdene for praktik, undervisningsfagene og ikke mindst mængden af undervisningstid varudtalt. Jeg vil i denne artikel diskutere denne praktiske vending i relation til teoriog praksis og herigennem pege på, at ikke alle mål synes endnu at være nået.