Practice-near school research in Sweden: tendencies and teachers' roles

The Education Act from 2010 states that education in Sweden ought to be based on scientific knowledge and proven experience. The aim of this study is to explore practice-near school research published by Swedish researchers in the wake of the Education Act with the focus on the participation of teac...

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Bibliographic Details
Published in:Education Inquiry 2023, Vol.14 (3), p.367-388
Main Authors: Magnusson, Petra, Malmström, Martin
Format: Article
Language:English
Subjects:
Collaborative research
Education
education policy
Educational Research
Educational Sciences
Elementary School Teachers
Elementary Secondary Education
Foreign Countries
knowledge interests
Learning
Lärande
Pedagogik
Pedagogy
practice-near school research
Research Projects
Samhällsvetenskap
Secondary School Teachers
Secondary Schools
Social Sciences
Teacher Participation
Teacher Role
teacher roles
Teachers
Teaching Methods
Utbildningsvetenskap
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Summary:The Education Act from 2010 states that education in Sweden ought to be based on scientific knowledge and proven experience. The aim of this study is to explore practice-near school research published by Swedish researchers in the wake of the Education Act with the focus on the participation of teachers in research. As a background, the international and national roots of practice-near school research in Sweden are described. The study is focused on research projects in compulsory and upper secondary school, school years 1-12. 92 articles in 19 journals were detected through a literature search and purposive sampling. Based on the articles, a framework of aspects with categories was developed and the reported studies were analysed accordingly. The findings indicate a multifaceted research field; studies based on a variety of theories and methods and with different roles for teachers. The different categories for teacher's participation in research and how teacher roles were described in the articles did not give a clear picture on what teachers' roles could imply for the teachers involved. The article concludes with a discussion of the recent policy initiatives of practice-near school research in Sweden.
ISSN:2000-4508
2000-4508
DOI:10.1080/20004508.2022.2028440