After reading David Örbring’s post (or in Swedish here) about knowledge in the Swedish curriculum, I thought back to my own experiences dealing with knowledge as part of curriculum design. In my time as a music teacher, the most formative of all my experiences with “knowledge” was when I was a moderator for the International Baccalaureate Organization’s…
If you analyze school systems from a comparative perspective, the Chilean case stands out for its accelerated and high level of privatization. To understand this distinctiveness, you need to put the changes to the regulation of state-financed private education from the beginning of the 1980s into historical perspective. Although private education [1] was recognized as educational…
Si se analizan los sistemas escolares desde una perspectiva comparada, el caso chileno destaca por su acelerado y alto grado de privatización. Para comprender esta particularidad, es necesario poner en perspectiva histórica los cambios en la regulación de la educación particular [1] que es financiada por el Estado, desde inicios de la década de 1980.…
Cuando empecé a trabajar como profesor, tenía muchas ganas de desarrollar el conocimiento de mis alumnos. Pero a menudo me preguntaba: ¿qué es “conocimiento” en el contexto escolar? Me di cuenta rápidamente que no era una pregunta fácil de responder. Aún así, pensar en el conocimiento era importante. Me hizo evaluar lo que necesitaba ser…
När jag började arbeta som lärare var jag angelägen om att utveckla mina elevers kunskaper. Men jag frågade mig ofta: vad är “kunskap” i skolan? Jag insåg snabbt att det inte var en lätt fråga att svara på, men viktig att tänka på. Mitt begrundande av kunskap i skolan skapade nämligen utrymme till att bedöma…
When I started working as a teacher, I was keen to develop my pupils’ knowledge. But I often asked myself: what is ‘knowledge’ in a school context? I realized quickly that this wasn’t an easy question to answer. Even so, thinking about knowledge was important. It made me assess what needed to be prioritized in terms of my teaching…
It has been nearly twenty years to the day since I graduated from the University of Nottingham (for the first time) with a BA Hons in Modern Language Studies. I was in one of the first cohorts to study three languages to degree level – two from A-level and a third ab initio. We were a…
One of the most interesting aspects of researching teacher professionalism in England and Sweden has been trying to understand what a collective voice sounds like. Who are the collective? How do they organise themselves? Do they speak louder together or, despite their number, only in a whisper? What I have discovered is that, in the teaching…
Raising Voices in Education 