[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-594439-en":59,"doc-seo-594439-105":81},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":80},594439,2336478940917,"Aldword","https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Arts Education in Swedish Teacher Training - What’s at Stake?","Swedish teacher education reforms across recent decades aim to embed teacher training in universities and strengthen the teaching profession. Building on prior findings that arts education in schools is shaped by dominant knowledge ideologies, the project critically examines current discourses about arts learning and arts education within teacher education. Using social constructionist theory, the study analyzes data from 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes.","Arts Education in Swedish Teacher Training – What’s at  \nStake?  \nMonica Lindgren  \nClaes Ericsson  \nAcademy of Music and Drama, University of Gothenburg  \n[Claes.Ericsson@hsm.gu.se](Claes.Ericsson@hsm.gu.se)  \nAbstract: Swedish teacher education has undergone  \nseveral reforms in recent decades aimed at  \nincorporating teacher education into the university  \nsetting and strengthening the teaching profession. In  \nview of earlier research that has shown how arts  \neducation in schools is ruled by dominant knowledge  \nideologies, the purpose of the project is to critically  \nscrutinize current discourses related to arts learning  \nand arts education in teacher education. The study is  \nbased on social constructionist theory and data were  \ncollected by various means, including 19 focus group  \ninterviews with teachers and students at 10 Swedish  \nteacher education institutes.  \nOur analysis shows that an academic discourse focusing  \non theory, reflection and textual production has pushed  \naside skills-based practice. A second discourse,  \ncharacterized by subjectivity and relativism vis-à-vis the concept of quality, is also found in the material. Finally,  \na therapeutic discourse is articulated and legitimized  \nbased on an idea that student teachers should be  \nemotionally balanced.  \nIntroduction  \nArtistic expression in teacher education has been a topic of discussion since the post-war era. The status of creative arts subjects and their place in teacher education has been repeatedly questioned over the years in Sweden and elsewhere in the Western world. However, although the arts have in recent decades been increasingly included in professional development programs for general education teachers in the United States, many teachers lack confidence in their ability to use the arts in teaching (Oreck, 2004) . The equivalent has been shown in several studies from other countries. An Australian study shows that primary school teachers do not feel they acquired adequate skills in the creative arts during their education (Alter, Hays & O’Hara, 2009) . In Sweden arts courses are provided for all teacher categories in the general education, legitimized on the basis of social development and flexible thinking. This study investigates prevailing discourses on arts education in Swedish teacher education. The data-collection includes 19 focus group interviews with  \nVol 36, 8 August 2011  \n18  \nAustralian Journal of Teacher Education  \nteachers and students from 10 different Swedish teacher education institutes.  \nArtistic Expression in Swedish Teacher Education  \nIn Sweden, the discussion of artistic expression in teacher education has primarily focused on the degree of subject specialization. Over the years, teacher education programs have also been shaped by nonuniformity, depending on the target age group of the program. The education of primary school teachers at teacher education institutes encompassed training in all school subjects, including the creative arts, while teacher education for secondary school teachers in music, for example, required longer single-subject training as a music director at a school of music. Other teacher categories educated at university were offered no courses in the arts. These traditions would prove to be persistent. However, attempts to even out the differences have been made throughout the post-war era. As early as 1950, several government committees attempted to create uniform teacher education at the teacher education institutes, but there was strong resistance to abandoning the old tradition, particularly within the universities and institutes offering single-subject programs (Rudvall, 2001) . A new program in which this situation finally began to dissipate was not introduced until 1988, when prospective teachers of younger children could select an arts subject as an advanced course, and future music teachers could integrate more subjects into their education.  \nHowever, the current teacher ","cbCaitYfJXyR5lRm","https://ap.wps.com/l/cbCaitYfJXyR5lRm","pdf",84769,14,"English","en",105,"# Abstract\n# Introduction\n# Artistic Expression in Swedish Teacher Education","[{\"question\":\"What is the purpose of the project on arts education in Swedish teacher education?\",\"answer\":\"The project critically scrutinizes current discourses about arts learning and arts education in teacher education, building on earlier research about how knowledge ideologies shape arts education in schools.\"},{\"question\":\"How was the study conducted and what data were collected?\",\"answer\":\"The study is based on social constructionist theory and uses 19 focus group interviews with teachers and students from 10 Swedish teacher education institutes.\"},{\"question\":\"What key discourses does the analysis identify regarding arts learning and teacher education?\",\"answer\":\"The analysis finds an academic discourse that prioritizes theory, reflection, and textual production over skills-based practice, a second discourse linked to subjectivity and relativism about quality, and a therapeutic discourse that legitimizes emotional balance for student teachers.\"}]","Arts Education in Swedish Teacher Training - What’s at Stake? | PDF",1792079166,35,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":140,"head_meta":142,"extra_data":144,"updated_unix":145},"arts-education-in-swedish-teacher-training-whats-at-stake","",{"@graph":87,"@context":139},[88,102,122],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":40,"@type":94,"position":99},"https://docshare.wps.com/document/research-report/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/arts-education-in-swedish-teacher-training-whats-at-stake/594439/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/arts-education-in-swedish-teacher-training-whats-at-stake/594439.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":119,"interactionType":120,"userInteractionCount":19},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125,131,135],{"name":126,"@type":127,"acceptedAnswer":128},"What is the purpose of the project on arts education in Swedish teacher education?","Question",{"text":129,"@type":130},"The project critically scrutinizes current discourses about arts learning and arts education in teacher education, building on earlier research about how knowledge ideologies shape arts education in schools.","Answer",{"name":132,"@type":127,"acceptedAnswer":133},"How was the study conducted and what data were collected?",{"text":134,"@type":130},"The study is based on social constructionist theory and uses 19 focus group interviews with teachers and students from 10 Swedish teacher education institutes.",{"name":136,"@type":127,"acceptedAnswer":137},"What key discourses does the analysis identify regarding arts learning and teacher education?",{"text":138,"@type":130},"The analysis finds an academic discourse that prioritizes theory, reflection, and textual production over skills-based practice, a second discourse linked to subjectivity and relativism about quality, and a therapeutic discourse that legitimizes emotional balance for student teachers.","https://schema.org",{"og:url":101,"og:type":141,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":143,"canonical":101},"index,follow",{"doc_id":61,"site_id":75},1792192798]