challenges for tomorrow
5 Current discussions in the area of teacher education today
Some years ago, a report suggested that an organization for a career development should be constructed locally and nationally. The suggestion included several levels for teacher promotion. Different titles and certificates were suggested to be tied to the levels. Several actors where suggested to decide upon the career, such as headmasters at local level and a special organization on national level (SOU 2008:52). This suggestion implies changes in Teacher Education (not qualified until trial
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employment), implementing a certificate to teach and new titles. The suggestion has not been taken further by the government completely, but the issue of trial employment is promoted in various ways.
In December 2009, the Swedish Government will present a bill for a reformed Teacher Education. The suggestion is preceded by a report where suggestions are made (SOU 2008:109). Compared with the current Teacher Education, there is one important difference – there will no longer be one title, teacher. Instead, it is suggested there be two exams, one for younger ages and one for older ages (subject teacher).
This change can be interpreted as an adaptation to Teacher Education in other countries in Europe and to the Bologna process. The Teacher Education will still be national and have national directives. What is emphasized with the new exam is e.g. that the teachers for upper secondary will have a degree on Second cycle level (Bologna), not only a First cycle level (Bologna), which was possible earlier.
The new Teacher Education will probably be launched autumn 2010.
Compared with the current Teacher Education which was launched in 2001, this reform has been somewhat more prepared. With repeated evaluations by the Swedish National Agency for Higher Education, all Universities that offer Teacher Education have already carried out changes in their programmes. In 2001, the Student Teachers were able to have several choices; the idea was that the Teacher Education should not resemble a programme, free choice was important. The students choose combinations that turned out to be not accepted by the employers and the universities had a problem with planning education (Niklasson 2005).
Another problem that turned up was that the teachers for younger ages were criticized for not having enough knowledge about teaching language and Math. As an answer to that, it became compulsory for teachers for younger ages to study at least 15 ECTS language and 15 ECTS Math. Due to the Bologna process, there have been changes in what level the degree project shall be written. When the current Teacher Education started in 2001, the degree project was on Second cycle level (Bologna). Today (2009), it is possible to write a degree project either at First cycle level or at Second cycle level (Bologna).
The preparations have been carried out already; so what is at stake now is e.g. what degree level the Universities shall apply to give exam in.
Before the University reform in 1977 (when Teacher Education became
112 EUROPEAN DIMENSIONS OF TEACHER EDUCATION – Similarities and Differences
an academic education), there was a division between Universities and University Colleges regarding exam degrees. Now, there is a question whether two teacher exam degrees will create a situation where big, old universities will have Teacher Education for older ages and smaller and younger University Colleges will have Teacher Education for younger ages, like in “old times”.
Also reforms in schools will affect the teacher education. In 2010, Sweden will have new national curricula for pre-school, leisure time, compulsory school and upper secondary. There will also be new syllabuses for subjects (about twenty subjects in compulsory school) and programmes and subjects (at upper secondary). The work is in progress and the suggestions will be presented to the government during 2010 (The Swedish National Agency for Education 2009). As soon as the changes are decided by the parliament, the teacher trainers in the Teacher Education have to decide what changes shall be made in the teacher education as the course plans for each subject have to be updated.
6 Conclusion
Since the middle of the 19th century, the teacher education in Sweden has been based upon what education system and values the parliament is given priority to regarding the citizens. Based upon these political decisions, a national Teacher Education was, and is, created. But the national perspective seems to be more and more adapted to a perceived, or actual, European perspective. A comparative perspective upon Teacher Education is therefore needed. With knowledge and a comparative perspective, our discussions and suggestions will probably be more informed, pragmatic, but also critical.
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7 References
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Niklasson, L (2005). Evaluation of the New Teacher Education Programme in Sweden – Freedom of Choice vs. Progression. Paper presented at Association for Teacher Education in Europe, ATEE, 30th Conference in Amsterdam, The Netherlands, 22–26th of October 2005.
Skolporten (~School Gate) (2009). www.skolporten.com retrieved 20091205.
SOU (2008:52). Legitimation och skärpta behörighetsregler (~Certificate and higher demands on rules for qualification). Stockholm:
Utbildningsdepartementet.
SOU (2008:109). En hållbar lärarutbildning (~A Sustainable Teacher Education). Stockholm: Utbildningsdepartementet.
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The Higher Education Act (Högskolelag). SFS 1992:1434.
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