Lärarstudenters bidrag i skolutvecklingen : förutsättningar och reaktioner

This is a report discussing experiences made in a pilot study at the School of Education, Malmö University, between 2002 and 2004. The report has two main aims: - To present and analyse the research results - To describe and discuss the research process involved Our perspective, which stems from our experience of school development and teacher education, show that it is important that teachers as well as teacher students, cultivate an exploratory attitude and competence towards the profession. Open and free discussion is a cornerstone of democracy. It is essential to bring up and make use of the diverse and manifold arguments and thoughts produced in a democratic society through an exploratory approach. It is likely that an exploratory approach can provide a common ground for students, teachers and teacher educators. The report decribes and analyses an attempt at “exploratory cooperation” between teacher students and teachers at two different partner schools. The study is based on documented conversations with, primarily, faculty and teacher students. We found that the prerequisites are uncertain and lacking with regard to, for example the division of labour between education on campus and at the partner schools. Questions of who may or are allowed to take initiatives and make contributions to school development as well as in the programme for teacher education, are raised. Furthermore, the view(s) teacher students have of themselves as students and/or colleagues during their internship are discussed in depth.