Metod, personlighet och forskning :Kontinuitet och förändring i vårdlärarutbildarnas kunskapskultur 1958-1999
This dissertation focuses on continuity and change in a local knowledge culture, the nursing teacher education in Stockholm, during the years between 1958 and 1999, with a strong emphasis on conceptions of knowledge and learning. Concepts of analysis come from Basil Bernstein, Ludwik Fleck, Reinhart Koselleck and gender theory. The study is based on archived documents and interviews with nursing teacher educators.The results show continuity as well as change of the knowledge culture. The first period, 1958-1974, shows continuity in relation to the space of experience. Methodical knowledge is important. The second time period, 1975-1978, is characterized by great changes, starting with a distinct break when prior conceptions and values are discarded. The focus on important, external knowledge of the earlier period is replaced by the conception that the human being and her inner abilities and characteristics are the most important resources for the profession. Conceptions and values are not completely abandoned during the last time period, 1979-1999. Values connected to personality development remain, but new values appear as a consequence of state governance towards research basis.The spirit of time, new co-workers, changed state governance, the ideological characteristics of values as well as a female dominance within the education allow an understanding of the great change in conceptions and values in the middle of the 1970’s. A stable staff of nursing teacher educators, the specific ideological and gender coded features of the values and a traditional distinctiveness and separation from other teacher education programs allow an understanding of the stability of the personality development element.The male gender coding of the content during the first period could be understood by the influence of physicians on the education, state governance towards education technology and harmony with the space of experience. During the whole of the studied time period, there are female coded conceptions regarding the work of the nursing teacher educators; collectivity, emphasis on practical action and control of - closeness to the student group.
Source Type:Doctoral Dissertation
Keywords:SOCIAL SCIENCES; Social sciences; Education; Knowledge culture; conceptions; values; curriculum theory; nursing teacher education; nursing teacher; knowledge; learning; continuity; change; state governance; power relationships; gender coding; classification; framing; thought style; space of experience; pedagogik; Education
Date of Publication:01/01/2009