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  • 1.
    Georgii-Hemming, Eva
    et al.
    Örebro University, School of Music, Theatre and Art.
    Lilliedahl, Jonathan
    Jönköping University, Jönköping, Sweden.
    Why "What" Matters: On the Content Dimension of Music Didactics2014In: Philosophy of Music Education Review, ISSN 1063-5734, E-ISSN 1543-3412, Vol. 22, no 2, p. 132-155Article in journal (Refereed)
    Abstract [en]

    Is the most important function of education to provide students with basic skills and useful knowledge in order to eventually become employable? In many parts of the world knowledge league tables and policy documents inform us this is the case. As the question of what should form the educational content seems to be answered, teachers can concentrate on how they should teach, and researchers can concentrate on what method is the most effective. In the current rhetoric, however, many vital pedagogical issues have been placed in the background and the aesthetic subjects are downgraded. These tendencies worried Frede V. Nielsen who stated that didactic studies and philosophical inquiries yet again are needed to explore and give substance to the content dimension. Nielsen's writings on didactics form the basis for this essay, where we highlight which perspectives and dilemmas could be placed on a critical, philosophical didactic study agenda. The starting point is the field of tension between the what and the why of education.

  • 2.
    Lilliedahl, Jonathan
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    Aesthetic Didaktik: Networking between practices2017Conference paper (Refereed)
  • 3.
    Lilliedahl, Jonathan
    Örebro University, School of Music, Theatre and Art.
    An interdisciplinarity of critiques: the contribution of Ricoeur’s critical hermeneutics to critical realism and social realism2011Conference paper (Refereed)
  • 4.
    Lilliedahl, Jonathan
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    Autonomy Codes of Alternative Pedagogies2017Conference paper (Refereed)
  • 5.
    Lilliedahl, Jonathan
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    Building knowledge through arts integration2018In: Pedagogies: An International Journal, ISSN 1554-480X, E-ISSN 1554-4818, Vol. 13, no 2, p. 133-145Article in journal (Refereed)
    Abstract [en]

    Educational research has shown the importance of adopting a multimodal approach to pedagogy by combining, integrating, and organizing diverse semiotic resources for learning. As aesthetic content and forms are significant aspects of multimodality, arts integration is crucial to achieve multimodal knowledge practices. In this paper, we develop a conceptual framework for analysing, discussing, and designing arts-integrated processes of teaching and learning. The framework integrates a social semiotic theory of multimodality and the Legitimation Code Theory of Semantics as a methodology through which teachers may avoid segmental learning practices in favour of an arts-integrated cumulative pedagogy. In this way, multimodal approaches to text and context relate to a social realist view on knowledge building, where boundaries between knowledge practices are weakened and meaning is condensed through processes of cumulative learning.

  • 6.
    Lilliedahl, Jonathan
    Örebro University, School of Music, Theatre and Art.
    Det estetiska kunskapsområdets sorti enligt betänkande av 2007 års gymnasieutredning2009Conference paper (Refereed)
  • 7.
    Lilliedahl, Jonathan
    Örebro University, School of Music, Theatre and Art.
    Developing visibility: music education & the new right2012Conference paper (Refereed)
    Abstract [en]

    This paper explores the notion of visibility as a recontextualising principle, especially in the era of the political New Right. Drawing on the theoretical framework of Bernstein, Legitimation Code Theory and Critical Discourse Analysis, the paper aims to illuminate the relationship of visibility – invisibility as a dialectical, relative (+/-C, +/-F) and explanatory concept additional to theories of Legitimation, Specialisation and Autonomy. More specifically, it can be argued that the most significant principle of recontextualisation and legitimation – i.e. when the recontextualising processes are regulated by the New Right – is a highly classified and strongly framed visibility (+C, +F) of epistemic–social–pragmatic relations.

  • 8.
    Lilliedahl, Jonathan
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    Estetiska ämnens formering i lärarutbildning: Professioner och spänningsfält2016Conference paper (Refereed)
    Abstract [sv]

    I föreliggande paper behandlas estetiska ämnens formering, det vill säga hur estetiska ämnen tillskrivs mening, innehåll och form. I detta sammanhang kan sägas att ämnenas formering i betydande utsträckning är en fråga om definitioner som görs kontinuerligt av olika professionella praktiker (jfr Bernstein, 2000; Maton, 2014; Lilliedahl, 2013): i akademiska basdiscipliner (såsom musikvetenskap, konstvetenskap etc.), genom lärarutbildningen (som särskilt professionsområde), av staten och dess myndigheters preciseringar av skolämnen, inom ramen för den pedagogiska praktiken (de yrkesverksammas kollegier) samt av civilsamhällets professionella aktörer och intresseorganisationer. Dessutom påverkas ämnenas formering av samhällets övergripande intressen, historiska skeenden och inte minst kulturella sammanhang i vid bemärkelse (vardagskultur, populärkultur, teknologiska framsteg, kommersiella intressen etc. – se exv. Ericsson & Lindgren (2011) och Erixon (2014)).

    I paper-presentationen fokuseras estetiska ämnens formering i ett lärarutbildningssammanhang och med följande frågeställning: Hur kan formeringen av estetiska ämnen i lärarutbildning förstås?

    Svaret på frågan kommer huvudsakligen ges i form av en fältteori genom vilken estetiska ämnen i lärarutbildning förklaras som rekontextualiserad kunskap och mening inom ramen för ett professionsområde. Med detta menas att estetiska ämnen i lärarutbildning kan begripas som något unikt sammansatt utifrån principer, kunskaper och idéer från flertalet teorier och sociala praktiker (såsom akademiska discipliner, didaktiska teorier, utbildningspolitik etc.). Genom nedslag i några olika lärarutbildningar ges exempel på hur denna rekontextualisering även är en fråga om förändringar över tid och rum.

    Referenser

    Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique (2 uppl.), Lanham: Rowman & Littlefield Publ., Inc.

    Ericsson, C. & Lindgren, M. (red.). (2011). Perspektiv på populärmusik och skola. Lund: Studentlitteratur.

    Erixson, P-O. (red.). (2014). Skolämnen i digital förändring: En medieekologisk undersökning. Lund: Studentlitteratur.

    Maton, K. (2014). Knowledge and Knowers: Towards a realist sociology of education. London: Routledge.

    Lilliedahl, J. (2013). Musik i (ut)bildning: Gränsdragningar och inramningar i läroplans(kon)texter. Avhandling, Örebro universitet.

  • 9.
    Lilliedahl, Jonathan
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    Estetiska ämnens återkomst?: Policyprocesser kring ett estetiskt ämne i den svenska gymnasieskolan2017Conference paper (Refereed)
  • 10.
    Lilliedahl, Jonathan
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    Från estetisk fostran till estetiska lärprocesser: En analys av svensk policy2015Conference paper (Other academic)
    Abstract [sv]

    I denna paper presentation görs försök till en kontextuell inramning av talet om "praktiska och estetiska lärprocesser". Underliggande frågor är hur förekomsten av begreppet "praktiska och estetiska lärprocesser" kan förstås samt vilken innebörd som på policynivå lagts i "det praktiska" och "det estetiska" som innehåll och form. Den förståelse som här eftersöks förmedlas genom en förklarande referensram byggd på en läroplansteoretisk ansats med diskursanalytiska och kunskapssociologiska drag.

    Presentationen kommer att fokusera på två förklaringsmodeller. I ett första läge begrips "det praktiska" och "det estetiska" som utfall av klassificeringsbehov. Praktiska och/eller estetiska ämnen, innehåll eller lär-processer blir på så vis särskilda andra typer av ämnen, innehåll eller lärprocesser. I ett andra läge kommer sådana gränsdragningar att sättas samman med de inramningar som svensk utbildningspolicy formerat sedan initiativen till allmän grund- och gymnasieskola och intill vår samtid. Presentationstiden rymmer inte mer än en skissering av några betydelsebärande drag i den pedagogiska diskursen. Därför kommer fokus att läggas på transformeringar i förhållande till reproduktiva drag, särskilt ifråga om "det estetiska".

    En central poäng är att synen på "det estetiska" i hög grad styrts av en övergripande pedagogisk diskurs. Mitt sätt att beskriva en slags transformering i termer av "från estetisk fostran till estetiska lärprocesser" avser att säga något om den förändrade synen på "det estetiska", men samtidigt också bli ett innehållsfokuserat exempel på skiftningar i en mer allmän pedagogisk diskurs.

  • 11.
    Lilliedahl, Jonathan
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    Läroplansteorin i svensk lärarutbildning: En semantiskt orienterad läroplansanalys2017Conference paper (Refereed)
  • 12.
    Lilliedahl, Jonathan
    Örebro University, School of Music, Theatre and Art. Övrig skolnära forskning, Högskolan i Jönköping, Jönköping, Sweden.
    Musik i läroplanen och läroplanen i musik2014In: Musik för alla: Filosofiska och didaktiska perspektiv på musik, bildning och samhälle / [ed] Varkøy, Øivind & Söderman, Johan, Lund: Studentlitteratur AB, 2014, 1, p. 95-106Chapter in book (Other academic)
  • 13.
    Lilliedahl, Jonathan
    Örebro University, School of Music, Theatre and Art.
    Musik i (ut)bildning: gränsdragningar och inramningar i läroplans(kon)texter för gymnasieskolan2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of this dissertation is critically to illustrate discursive recontextualization between sociocultural production and reproduction, with respect to both relations within and relations to music education in Swedish upper-secondary school.

    The starting point for the study is the Swedish upper-secondary school reform, Gy 2011, which has involved a marked reformulation of the agenda for music education in upper-secondary school. The general Artistic Activities disappeared, at the same time as the significance of a specialising education in the field was strengthened. This dissertation is driven by the desire to understand the results of the upper-secondary school reform by explaining the processes and principles involved. But, in a wider perspective, the dissertation deals not only with a single reform, but encompasses a search for the underlying principles that have had, and are having, a regulating effect on the design and positioning of music in publicly regulated education.

    The results show that structuring of the subject of music takes place primarily through the classification and framing of social relationships in general, and of interactional relationships in particular. The focus of these relationships has shifted from time to time, and varies from context to context, but has always been in relation to something that has been regarded as sacred. In recent times, the framing within music-oriented knowledge practices has become weaker. At the same time, such knowledge practices have shown an increasing need for the drawing of boundaries in relation to other knowledge practices. The latter also has a value in explaining why general music content was removed from the upper-secondary school curriculum, whereas a special and specialising educational programme was able to gain legitimacy.

  • 14.
    Lilliedahl, Jonathan
    Örebro University, School of Music, Theatre and Art.
    Musikpedagogiska filosofier och den rekontextualiserande principen2011Conference paper (Refereed)
  • 15.
    Lilliedahl, Jonathan
    Örebro University, School of Music, Theatre and Art.
    Neoliberalism and music education2011Conference paper (Refereed)
  • 16.
    Lilliedahl, Jonathan
    Örebro University, School of Music, Theatre and Art.
    Semantiska koder som begrepp för integrering av konstnärliga praktiker2018Conference paper (Refereed)
  • 17.
    Lilliedahl, Jonathan
    Örebro University, School of Music, Theatre and Art. Högskolan för lärande och kommunikation, Högskolan i Jönköping, Jönköping, Sverige.
    Teoribaserad utvärdering av lämplighetsbedömning: Rapport från försöksverksamhet med lämplighetsbedömning vid antagning till lärar- och förskollärarutbildning2017Report (Other academic)
    Abstract [sv]

    Föreliggande rapport är en utvärdering av den försöksverksamhet med lämplighetsbedömning vid antagning till lärar- och förskollärarutbildning som bedrivits vid Jönköping University på uppdrag av Universitets- och högskolerådet.

    Försöksverksamheten har varit baserad på ett särskilt regeringsbeslut grundat i antaganden om lämplighetsbedömningens mening och eventuella effekter. Därför är denna utvärdering teoribaserad, det vill säga att den utgår från antaganden om lämplighetsbedömningens funktion givet en viss verksamhetslogik.

    Utvärderingen är genomförd på lokal nivå av undertecknad och i nära anslutning till genomförd lämplighetsbedömning. Underlaget består främst av inblandade parters upplevelser i kombination med utfall under ansökningsförfarandet. Sammantaget kombineras processutvärderande delar med mer effektutvärderande resonemang. En mer omfattande utvärdering kommer att genomföras av ansvarig myndighet, Universitets- och högskolerådet.

    Resultat talar för att krav på visad lämplighet kan ha effekter på sökandes agerande under ansöknings- och antagningsfaser. Lämplighetsbedömningen har först och främst fungerat som ett prov på sökande motivation för att bli antagen till utbildningen. Kravet som sådant – att sökande måste uppvisat lämplighet för behörighet till utbildningen – har förmodligen haft störst effekt, även om behållningen av självbedömning och andra aspekter inte bör underskattas.

    Välkommen att läsa utvärderingen i sin helhet för en mer utvecklad redogörelse av ovanstående.

  • 18.
    Lilliedahl, Jonathan
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    The ‘Original’ Legitimization of Music Classes in Sweden2018Conference paper (Refereed)
  • 19.
    Lilliedahl, Jonathan
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    The recontextualisation of knowledge: towards a social realist approach to curriculum and didactics2015In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 1, no 1, p. 40-47Article in journal (Refereed)
    Abstract [en]

    This article examines the relationship of curriculum and didactics through a social realist lens. Curriculum and didactics are viewed as linked and integrated by the common issue of educational content. The author argues that the selection of educational content and its organisation is a matter of recontextualising principles and that curriculum and didactics may be understood as interrelated stages of such recontextualisation. Educational policy and the organisation of pedagogic practice are considered as distinct although closely related practices of ‘curricularisation’ and ‘pedagogisation’. Neo-Bernsteinian social realism implies a sociological approach by which educational knowledge is recognised as something socially constructed, but irreducible to power struggles in policy arenas. More precisely, curriculum and didactics are not only matters of extrinsic standpoints. Recontextualising practices may also involve intrinsic features, that is, some kind of relatively generative logics that regulate curriculum design as well as pedagogic practice. In order to highlight certain implications for both curriculum and didactic theory, the author develops a typology that is analytically framed by principles of extrinsic relations to and intrinsic relations within curriculum or didactics.

  • 20.
    Lilliedahl, Jonathan
    Örebro University, School of Music, Theatre and Art.
    The selection device: Understanding the decline of music in secondary education2019Conference paper (Refereed)
  • 21.
    Lilliedahl, Jonathan
    Örebro University, School of Music, Theatre and Art.
    Understanding specialization in specialized music programs through multimodal discourse analysis2019Conference paper (Refereed)
    Abstract [en]

    Object of study: This paper aims at exploring how principles of Specialization may be investigated through systemic functional-multimodal discourse analysis. The theoretical discussion is anchored in ongoing substantial studies of arts programs in compulsory education, more precisely, various specialist and non-specialist music classes across nations. The interesting issue here is in what ways such programs are specialized in a similar manner, and differing from each other in the discursive composition of epistemic/social relations. In this paper, video recordings of official stage performances by students (concerts) are analysed. The point here is to illuminate underlying principles of specialization by analyzing instances where semiotic recourses are used, arranged, and displayed on stage.

    Theory and method: The theoretical framework integrates the LCT dimension of Specialization (Maton, 2014) with Systemic Functional-Multimodal Discourse Analysis (O’Halloran, 2008). In this paper, SF-MDA contributes to Specialization by explaining how various semiotic recourses are used and combined for making meaning in relation to specialization and functionality (cf. Jewitt, Bezemer & O’Halloran, 2016; Kress & Van Leeuwen, 2006; Tan, O’Halloran, Wignell, Chai & Lange, 2018). The analysis is focused on the canons of use in a particular social context, that is, the instantiation relation between the performance and the underlying system of rules (Ledin & Machin, 2018).

    Data consist of video recordings of authentic concerts, uploaded on YouTube by parents/teachers/school boards. In this paper, a comparative analysis of two Swedish schools is presented. One of them is recognized as a renowned elite school with students of higher SES (Adolf Fredrik’s Music School), while the other represents low-performing schools in the area of lower SES (Alfred Dahlin).

    Results and conclusions: The performances of Adolf Fredriks’ Music School (AF) demonstrate principles of an elite code where students have acquired advanced skills in musical performance, and where the students represent a homogenous social group of higher SES and well-educated parents. Alfred Dahlin, on the other hand, reflects the code where you have to be interested in music, but without requirements of special skills or a particular social background.

    Although students from AD sometimes convey an ungrammatical use of music (e.g. not in tune, irregular in beat or accent), the distinguishing features are the canons of use and differing orientation to register. While the performances of upper music classes are typically formal, lower music classes make an informal arrangement of semiotic resources. For instance, AF’s performances are located in concert halls and cathedrals, while the performances of AD are located in school canteens and informal auditoriums. The differing orientations to formality and social order is perceptible just by looking at how students are lined up on stage, whether there is a use of a formal conductor, a teacher, or an informal performance by students themselves. Furthermore, there are differences in the choice of stage clothes, and not least how intended and unintended gestures are displayed through the performance. In sum, the different choices of registers signal distinctions in the definition of legitimate behaviour and significant others (class, identity etc.).

    Significance: This paper show how specialization may be analysed through a multimodal discourse analysis in order to expose non-linguistic recourses in discursive communication. Although SFL has been elaborated for studying the interaction between linguistic and non-linguistic resources in multimodal meaning making, musical forms of communication have hardly been considered (in comparison to contributions on visual images and film – see e.g. Bateman, 2014; Kress & van Leeuwen, 2006; O’Halloran, 2008; O’Toole, 2011). Methodological challenges include how to modelling the functionality of non-verbal semiotic recourses - a field of research in need of further development.

  • 22.
    Lilliedahl, Jonathan
    et al.
    Örebro University, School of Music, Theatre and Art. Övrig skolnära forskning, Högskolan i Jönköping, Jönköping, Sweden.
    Ehrlin, Anna
    Mälardalens högskola, Västerås, Sweden.
    Kartläggning och inkludering av nyanlända elevers kunskaper: exemplet musik2016In: Skolans möte med nyanlända / [ed] Lahdenperä, Pirjo & Sundgren, Eva, Stockholm: Liber , 2016, 1, p. 49-64Chapter in book (Other academic)
  • 23.
    Lilliedahl, Jonathan
    et al.
    Örebro University, School of Music, Theatre and Art.
    Georgii-Hemming, Eva
    Örebro University, School of Music, Theatre and Art.
    Parental expectations of the Swedish municipal school of arts2009In: British Journal of Music Education, ISSN 0265-0517, E-ISSN 1469-2104, Vol. 26, no 3, p. 257-271Article in journal (Refereed)
    Abstract [en]

    This article draws on a study designed to analyse parental expectations of the Swedish municipal school of arts (hereafter MSA) (in Swedish: kommunal musik- och kulturskola). The study is based on in-depth interviews conducted and informed by grounded theory. Although parental expectations are scarcely uniform, the study reveals a hope that the whole child will be nurtured, both musically and socially. It also transpires that parental expectations vary according to the activities offered by the particular school. The MSAs are administered and financed by the local authorities, and parents therefore expect them to be distinguished not only by their educational ambitions and the range of cultural choices available, but also by their democratic norms and values.

  • 24.
    Lilliedahl, Jonathan
    et al.
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    Hansén, Sven-Erik
    Åbo Akademi University, Åbo, Finland.
    Wikman, Tom
    Åbo Akademi University, Åbo, Finland.
    Contextual Coherence in Teacher Education2018Conference paper (Refereed)
    Abstract [en]

    Teachers are expected to be able to work professionally in complex and differential circumstances, requiring a multidisciplinary and diversified curriculum that challenges the coherence of teacher education. Fragmentation, isolated courses, and perceived boundaries between campus and school-related studies are likely to counteract coherence and thus thequality of teacher education. On the contrary, connectedness within and between courses as well as relatively to strong relations to professional practices have been regarded as principles for improving quality (Canrinus, Bergem, Klette, and Hammerness, 2017; Hammerness, 2006; Hudson, 2017).Coherence may be conceptual and/or contextual (Muller, 2009). The former can be referred to verticality, principles of cumulative knowledge building, and how theories are combined and abstracted in critical practice. Contextual coherence, on the other hand, can be referred to horizontal connections, embedded in ongoing practices related to daily knowledge structures without any systematically expressed strategy. This paper aims at exploring how conceptual and contextualcoherence are (a) exposed in policy documents at different arenas of teacher education, and (b) perceived by teacher educators and students in practice. The governmental regulations of teacher education in Sweden, together with evaluating studies (Hansén & Wikman, 2016, 2017; Lilliedahl, 2017), constitute the empirical base of the study. In this presentation, we focus on the educational core courses common to diverse programs of teacher education in Sweden.Findings indicate that the administrative organization and universities’ different emphases concerning theoretical focus may affect conceptual coherence and the relative status of curricular content. Regarding contextual coherence, students complained that subject matter studies were weakly linked to educational themes, and the extrinsic relations to classroom practice were experienced as weak. The latter addresses a cracking issue in the design of teacher education nationally as well as in Europe.

  • 25.
    Lilliedahl, Jonathan
    et al.
    Örebro University, School of Music, Theatre and Art.
    Rapp, Stephan
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    The status of aesthetic education in a revised centralized curriculum: A theory-based and content-oriented evaluation of the Swedish curriculum reform Gy112019In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 5, no 1, p. 43-53Article in journal (Refereed)
    Abstract [en]

    This paper reports on a study of the recent curriculum reform of the Swedish upper-secondary school, Gy11. Although aesthetics were not made compulsory subjects by this reform, all students have a statutory entitlement to be offered a minimum of one course in an aesthetics subject. We wished to determine whether students are actually being given the opportunity of choosing such subjects.

    The study is a theory-based and content-oriented evaluation. Data are based on curriculum studies and a comprehensive survey of upper-secondary school principals.

    Our findings indicate that while principals have generally organized aesthetics courses, students seldom choose this kind of educational content. Instead, students’ selection is ruled by indirect methods of manipulation.

  • 26.
    Lilliedahl, Jonathan
    et al.
    Högskolan för lärande och kommunikation, Högskolan i Jönköping, Jönköping, Sverige.
    Sundberg, Daniel
    Institutionen för utbildningsvetenskap, Linnéuniversitetet, Växjö, Sverige.
    Wahlström, Ninni
    Institutionen för utbildningsvetenskap, Linnéuniversitetet, Växjö, Sverige.
    Teoribaserad utvärdering som svar på det tidiga 2000-talets frågor om utbildningsreformer2016In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 1-2, p. 9-29Article in journal (Refereed)
    Abstract [en]

    Theory-based evaluation in response to the issues of education reforms in the early 2000s

    The current surge of interest in evidence based policy has re-actualised issues of research, policy and pedagogic practice. Research are expected to support the development of systematically substantiated reforms as well as evidence-based practices. At the same time, criticism has been brought against dominant evaluation models. The question is whether they really respond to an increasingly complex landscape of governance, and the varying conditions and variations that characterize today’s schools? This article examines the potential of a theory-based evaluation model in order to systematically and empirically investigate education reforms. This approach provides the ability to include analysis of how transnational, national and local discourses converge and diverge in relation to each other, to take different kinds of contexts into consideration, and how these contexts affect the recontextualisation of pedagogic discourse. In order to further develop the approach of a theory-based evaluation, the authors point to recent steps within mixed methods research in relation to the design of, and findings in an empirical case study of the Swedish curriculum reform, Curriculum for the compulsory school, preschool class and the recreation centre, Lgr 11. Based on policy analyses, four hypotheses are presented: (i) the hypothesis of reform; (ii) the hypothesis of teachers’ professional practice; (iii) the hypothesis of teaching repertoires; (iv) and the hypothesis of assessment practices. Each of these hypotheses has been followed up by questionnaire responses and interviews.  The sequential explanatory design in this study relates critically transnational policy arenas to national education reforms and pedagogic practice in order to test the weight of the empirical evidence obtained. On the grounds of conclusion, there are reasons to revive and further develop the tradition of theory-based evaluations. Therefore, the article put forward theoretical and methodological proposals for the continued direction.

  • 27.
    Wikman, Tom
    et al.
    Åbo Akademi, Åbo, Finland.
    Hansén, Sven-Erik
    Åbo Akademi, Åbo, Finland.
    Lilliedahl, Jonathan
    Örebro University, School of Music, Theatre and Art. Kunskapskulturer & Undervisningspraktiker, Högskolan i Jönköping, Jönköping, Sweden.
    Identifying Coherence in Teacher Education2018Conference paper (Refereed)
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