12.6 Conclusion
We have argued in conclusion that the struggle over teacher education in politics as
well as research has caused damage to not only the discipline of pedagogik(k), but
maybe more seriously the possibility to produce knowledge concerning teacher
education that actually has anything to do with education. The situation we are in is
that the system of education has taken precedence over the entirefield of educa-
tional research through utbildningsvetenskap/utdanningsvitenskap, depriving the
field of educational knowledge that is not already normatively attached to the
system as such. There is an obvious risk that what we get instead of pedagogik(k)
research based on traditions of educational thought and research is a serious
de-scientification of educational knowledge as such, coupled with a scientification
of politics as the basis for knowledge production within teacher education in
Sweden and Norway. That will do no good in any PISA evaluation, and maybe
worse, it would not give us any extra points when it comes to democracy either.
Andfinally, it certainly will do no good in educating teachers who know their trade.
References
Bengtsson, J. (2010). Qualifications of future teachers. ideas and ideals in the liberal discourse
about teachers and teacher education in Sweden.Utbildning & Demokrati, 19 (1), 59–67.
Biesta, G. J. J. (2010).Good education in the age of measurement: Ethics, politics, democracy.
London: Paradigm Publishers.
Bill. (2009/10:89). Bäst i klassen—en ny lärarutbildning.http://www.regeringen.se/content/1/c6/
13/93/30/100696be.pdf
Dagen, N. (2008). Klasstillhörighet styr när elever sållas ut. Dagen Nyheter, September 20.http://
http://www.dn.se/debatt/klasstillhorighet-styr-nar-elever.sallas-ut/[20150526]
Husén, T. (1988).Skolreformerna och forskningen: psykologisk pedagogik under pionjäråren.
(Educational reforms and research: Educational psychology under the early years). Stockholm:
Verbum Gothia.
Lidegran I. & Broady D. (2003). Forskning och forskarutbildning av utbildningsvetenskaplig
relevans vid Uppsala Universitet: inventering våren 2003 på uppdrag av
Utbildningsvetenskapliga fakultetsnämnden (Research and doctoral programs with relevance
for educational sciences at Uppsala university...). (Rapport 2003: 2.): Uppsala Universitet.
Lundgren U. P. & Fransson K. (2003).Utbildningsvetenskap: ett begrepp och dess sammanhang.
(Educational sciences: One concept and its context). Vetenskapsrådet/Uppsala Universitet.
NOU. (1996: 22). Lærerutdanning—mellom krav og ideal (Teacher education—Between demand
and ideal). Oslo: Kunnskapsdepartementet.
Rose, N. (1998).Inventing ourselves: Psychology, power and personhood. Cambridge: Cambridge
University Press.
Säfström, C. A. (1994).Makt och mening. Om innehållsfokuserad pedagogisk forskning(Power
and meaning. About the prior conditions for content focused educational research). Doctoral
thesis, Uppsala universitet.
Säfström, C. A. (2010). Vad kan utbildningåstadkomma? En kritik av idealiserade föreställningar
om utbildning.Utbildning & Demokrati, 19(3), 11–22.
Säfström, C. A. (2014). The passion of teaching at the border of order.Asia−Pacific Journal of
Teacher Education. doi:10.1080/1359866X.2014.956045
190 C.A. Säfström and H. Saeverot