Morality, the child, or science? A study of tradition and change in the education of elementary school teachers in Sweden
The paper presents a study of tradition and change in Sweden's education of elementary school teachers since its origin in 1842. The dynamics of the curriculum content is assigned an essential role and the concept 'social field' is used as an analytic device. Twosubstantial periods of change have been identified one in the 1860s, and the other around the turn of the 20th century. Both these transformation periods coincided with marked alterations in the context of the institution of teacher training: in the relations between community and state networks, the interplay between public and private institutions, and power relations of the state bureaucracy. New ideas of the individual, nature, the child, science, and morality broke through.
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