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Industry, science education, and teacher agency: a discourse analysis of teachers' evaluations of industry-produced teaching resources
Stockholms universitet.
Kristianstad University, Faculty of Education, Department of Mathematics and Science Education. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). (LISMA)ORCID iD: 0000-0003-3175-5185
2021 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 105, no 2, p. 353-383Article in journal (Refereed) Published
Abstract [en]

This study examines teachers' evaluations of teaching resources produced by industry to support science and technology teaching. The aim is to contribute to an understanding of how teachers negotiate the usability of industrial school initiatives for compulsory school science and technology. These evaluations are conceptualized in terms of teacher agency and educational governance. The collected data consist of focus group interviews where Swedish lower secondary school teachers discuss the usability of industry-produced teaching resources. A discourse analysis was conducted and five discourses discerned regarding teachers' practical evaluations of industry-produced teaching resources: (1) the curriculum discourse, (2) the educational design discourse, (3) the practical discourse, (4) the correct science content discourse, and (5) the partiality and bias discourse. The teachers draw on the different discourses to different degrees, and the teacher agency achieved in specific situations will vary. Based on the results a tool aimed at strengthening teacher agency in the practical evaluations of teaching resources from the industry is proposed. The study also contributes to a critical discussion on the influence of industry on the local education policy arena and suggests directions for strengthening teacher agency in situations where teachers evaluate and make decisions about the use of industry-produced teaching resources.

Place, publisher, year, edition, pages
2021. Vol. 105, no 2, p. 353-383
Keywords [en]
discourse analysis, educational policy, governing, industry-school cooperation, science education, teacher agency, technology education
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-21511DOI: 10.1002/sce.21607ISI: 000599428200001OAI: oai:DiVA.org:hkr-21511DiVA, id: diva2:1517843
Funder
Swedish Research Council, 2017‐03657Available from: 2021-01-14 Created: 2021-01-14 Last updated: 2021-03-15Bibliographically approved

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fulltext(1264 kB)121 downloads
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Publisher's full texthttps://onlinelibrary.wiley.com/doi/10.1002/sce.21607

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Hansson, Lena

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CiteExportLink to record
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Citation style
  • apa
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Output format
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