This document provides background information and outlines the aims, questions, structure, and historical context of a study comparing teacher education policy documents from Sweden and Ireland between 2000-2002 and 2010-2011. The study aims to analyze word counts related to democracy and teacher professionalism over time in the two countries. It hypothesizes that words linked to progressive education have decreased in both places. The document describes the methodology, analyzed materials, results showing decreases in relevant words, and conclusions that teacher professional identity focus has shifted away from democracy in both Sweden and Ireland.

1. APPROACHING TEACHER
EDUCATORS’ DEMOCRATIC
PROFESSIONALISM
Silvia Edling
Geraldine Mooney Simmie
silvia.edling2@gmail.com
Geraldine.Mooney.Simmie@ul.ie

2. BACKGROUND
The paper is part of a larger comparative study
of teacher educators’ democratic
professionalism in Sweden and the Republic of
Ireland.
- A minor quantitative study based on a summative content analysis where we
have counted the amount of times democracy and key words related to a
specific theoretical way of grasping democracy and democratic
professionalism occurs in the four policy documents (Hsieh & Shannon,
2005).
- A qualitative study, based on critical discourse analysis (CDA) of how
democracy, ethics, moral and values are described in the four policy
documents.
- A qualitative study, based on CDA, where we compare descriptions of critical
thinking in
the four policy documents

3. AIM…QUESTIONS?
The aim of this paper is to study the validity of two hypotheses, namely that
those key words linked to democracy and democratic as well as to a
progressive and emancipatory understanding of education have decreased
in both Sweden and the Republic of Ireland within a shift of a decade. In
addition to the two hypotheses we ask the following questions:
- Are there any similarities/differences between official policy documents for
TE between 2000/2002 and 2010/2011 in relation to word count for
democracy and teacher educator democratic professionalism? If so, what
kind of similarities or/and differences can be found?
- Are there any similarities or/and differences between the results for
Sweden and the Republic of Ireland? If so what kind of similarities and/or
differences can be found?
- How can these changes tentatively be explained, drawing on the two
countries historical background as regards TE?

4. STRUCTURE
• Historical background
• Theoretical context
• Methodolgy
• Results
• Discussion

5. HISTORICAL
BACKGROUND
There are similar trends in the Republic of Ireland and Sweden concerning the
relationship between the government and TE, even though some significant
differences can also be noticed:
1) Firstly, TE has in both countries been subjected to several and major reforms.
2) Secondly, there has from a governmental level been a desire to professionalize
the work of TE during the 1980s and 1990s, by explicitly encouraging an inside-out
professionalism rather than outside-in professionalism in ways which have
influenced teacher educators’ professional expectations.
3) However, since 2010 both countries have experienced a paradigm shift in TE
from democratic government to managerial governance accompanied by
increasing levels of outside-in-professionalism and an increased external
symbolic control, systemic regulation and top-down inspection.
As concerns differences, TE in Ireland appears to have had a more distinguished
reputation to date, attracting student teachers of high academic caliber to the
teaching profession, than TE in Sweden which has experienced a radical decrease in
popularity and intake of qualified students. Moreover, TE in Ireland has for a long time
been under the ownership and trusteeship of the Christian (mainly Catholic)
Churches and values attached to this [emphasizing social commitments, social
justice, holistic education, coherence, inclusivity and positive relations], while
education in Sweden, including TE, more evidently has emphasized democracy,
plurality, justice, equality, and equity as a foundation or frame-work.

6. COMPETING DISCOURSES OF
TEACHER’S DEMOCRATIC
PROFESSIONALISM
1) Narrow versus broad democracy (atomistic
and holistic democracy) (Dewey, 1906/2002).
2) Emancipation and the problems with dualism,
power-relations, dilemmas/ambivalence and
essentialism (cf. Edling, forthcoming,
Kumashiro, 2000, Honig, 2007, bel hooks,
1990, Bauman, 1991, Säfström, 2011, Adams
e al., 2007, Cochran-Smith, 2004)
3) Inside-out-professionalism versus outside-in-professionalism
(Stanley & Stronach, 2013).

7. WORDS SELECTED FOR ANALYSIS
WORDS SELECTED FOR COMPARISON
Plurality Social
relations
Values Individual
Plural,
Plurality
[mångfald]
Socialization Values
ethical,
ethics, moral
Influence, agency, activism,
autonomy
Diversity
[olikhet]
Relationship,
relational
Democracy,
Democratic
Reflective, reflection
Collaborative,
cooperation
Justice,
equity,
Meaning, meaning-making

8. METHODOLOGY
• Content analysis is based on an idea that verbal documents are
expressions of communication that convey something qualitatively
valuable about what counts as meaningful, and what does not, in
a society and is useful when doing cross-cultural and comparative
studies (Cohen & Manion, 1994, p. 55; Hemmings & Woodcock,
2011). The
• The study is conducted in three steps: a) an overall examination
addressing whether the two hypotheses are correct or not, b)
depicting words that have decreased most and words that have
increased most in the two countries over the decade, and c)
comparing similarities and/or differences between the countries
(cf. Hsieh & Shannon, 2005).

9. ANALYZED MATERIAL
Sweden Ireland
Prop. (1999/2000:135). En förnyad
lärarutbildning
[A Renewed Teacher Education].
39607 words
DES (2002). Advisory Group on
Post-Primary Teacher Education.
Dublin: Department of Education
and Skills.
14448 words
Prop. (2009/2010:89). Bäst i klassen – en ny
lärarutbildning.
[Best in class – a new teacher education].
31809 words
Teaching Council. (August 2011).
Initial Teacher Education: Criteria
and Guidelines for Programme
Providers In accordance with
Section 38 of the Teaching Council
Act, 2001. Maynooth: The Teaching
Council.

10. RESULTS
Prop. 1999/2000 Prop. 2009/2010 COMPARISON
Words Absolute
frequency
Relative
frequency
Absolute
frequency
Relative
frequency
Percentage
change in
absolute
frequency
Percentage
change in
relative
frequency
Democracy,
democratic
17 0.04% 2 0.01% -88% -85%
DES 2002 Teaching Council 2011 COMPARISON
Words Absolute
frequency
Relative
frequency
Absolute
frequency
Relative
frequency
Percentage
change in
absolute
frequency
Percentage
change in
relative
frequency
Democracy,
democratic
2 0.01% 0 0.00% -100% -100%
Sweden:
The Republic of Ireland:

11. Sweden 2000 Ireland 2002
Words Absolute
frequency
Relative
frequency
Absolute
frequency
Relative
frequency
Percentage
change in
absolute
frequency
Percentage
change in
relative
frequency
Relationship,
relation
6 0.02% 43 0.30% 617% 1865%
Meaning, meaning-making
2 0.01% 13 0.09% 550% 1682%
Reflective, reflection 13 0.03% 65 0.45% 400% 1271%
Context, contextual 15 0.04% 64 0.44% 327% 1070%
Social, socialisation 13 0.03% 41 0.28% 215% 765%
Values, ethical, ethics,
moral
26 0.07% 39 0.27% 50% 311%
Collaborative,
cooperative
29 0.07% 24 0.17% -17% 127%
Influence, agency,
activism, autonomy
11 0.03% 7 0.05% -36% 74%
Diversity 104 0.26% 34 0.24% -67% -10%
Justice, equity,
35 0.09% 9 0.06% -74% -30%
equality

12. Sweden 2010 Ireland 2011
Words Absolute
frequency
Relative
frequency
Absolute
frequency
Relative
frequency
Percentage
change in
absolute
frequency
Percentage
change in relative
frequency
Reflective, reflection 1 0.00% 25 0.36% 2400% 11499%
Values, ethical,
ethics, moral,
1 0.00% 15 0.22% 1400% 6859%
Meaning, meaning-making
1 0.00% 7 0.10% 600% 3148%
Context, contextual 8 0.03% 25 0.36% 213% 1350%
Relationship,
7 0.02% 10 0.15% 43% 563%
relation
Influence, agency,
activism, autonomy
1 0.00% 1 0.01% 0% 364%
Social, socialisation 14 0.04% 14 0.20% 0% 364%
Collaborative,
9 0.03% 4 0.06% -56% 106%
cooperative
Diversity 71 0.22% 2 0.03% -97% -87%
Justice, equity,
equality
4 0.01% 0 0.00% -100% -100%
Plural, plurality
(mångfald)
2 0.01% 0 0.00% -100% -100%
Total 802 2.52% 162 2.36% -80% -6%

13. CONCLUSIONS…
• The study shows that, in both countries, the word count in relation
to the democratic professional identity of the teacher (educators),
such words as democracy, justice, influence, has drastically
diminished in the four policy documents studies, from the start of
the century to more recent times.
• The focus in the policy documents in Sweden has been more on
the uniqueness of the individual and their social (democratic) ties
to an egalitarian society whereas in the Republic of Ireland, in
keeping with a theocratic framing, the emphasis has been
predominantly on commonality and collective identity, such as,
group reflective practices for teachers in TE, and the creation of a
fair and just society.

14. THANK YOU FOR
LISTENING!

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