Lost in translation – production, reproduction and transformation of teacher education knowledge in teacher educators' local practices.
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| Title: | Lost in translation – production, reproduction and transformation of teacher education knowledge in teacher educators' local practices. |
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| Authors: | Strandler, Ola1 (AUTHOR) ola.strandler@gu.se |
| Source: | European Journal of Teacher Education. Jan2026, Vol. 49 Issue 1, p48-64. 17p. |
| Subject Terms: | *Teacher education, *Teacher educators, *Educators, *Discourse, *Educational sociology, Information sharing |
| People: | Bernstein, Basil B. |
| Abstract: | European teacher educations today are expected to not only be 'close to school practices', but also to equip their students with academic knowledge. This article analyses one year of fieldwork data to discuss how these expectations are produced, reproduced and transformed in local practices by different categories of teacher educators (lecturers/assistant lecturers). The theory of practice architectures and Basil Bernstein's concepts of vertical and horizontal knowledge discourses are employed to analyse different practices of teacher educators, and how these practices constrain and enable different actions, understandings, and relations. Different roles are identified, and it is argued that local and distal arrangements fuel isolation and fragmentation, leading to a situation where difference becomes a burden and important discourses risk being lost in translation. Under such circumstances, seemingly tangible, applicable knowledge risks overshadowing important general, theoretical, and context-independent knowledge that are crucial for a scientific professional knowledge base in teacher education. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | European teacher educations today are expected to not only be 'close to school practices', but also to equip their students with academic knowledge. This article analyses one year of fieldwork data to discuss how these expectations are produced, reproduced and transformed in local practices by different categories of teacher educators (lecturers/assistant lecturers). The theory of practice architectures and Basil Bernstein's concepts of vertical and horizontal knowledge discourses are employed to analyse different practices of teacher educators, and how these practices constrain and enable different actions, understandings, and relations. Different roles are identified, and it is argued that local and distal arrangements fuel isolation and fragmentation, leading to a situation where difference becomes a burden and important discourses risk being lost in translation. Under such circumstances, seemingly tangible, applicable knowledge risks overshadowing important general, theoretical, and context-independent knowledge that are crucial for a scientific professional knowledge base in teacher education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02619768 |
| DOI: | 10.1080/02619768.2023.2288553 |
