Abstracts - Earli

interpretive zone. This analysis will lead to a demand for further clarification of research findingsas well as an improved conception of the study’s design. This case analysis is taken to derivecertain criteria or strongholds that could orient researchers in the design of their studies. Based ona review of studies of reflection (Mena Marcos & Tillema, 2006) our search has furthersubstantiated criteria of appraising research on teaching that refer to a) selection of instruments, b)analysis and coverage of data, and c) integration of findings. Finally, although there is no ‘should’in ‘research’ (only ‘search’), some guidelines are offered to construct future research designs.The new scholarship in teacher education in IsraelMichal Zellermayer, Levinsky College of Education, IsraelThere are two paths for teacher preparation in Israel: 1. Two-year postgraduate TeachingCertificate university programs for candidates holding BA degrees in one of the high schooldisciplines. 2. A four year undergraduate teacher education program in teacher colleges preparingearly childhood to 10th grade teachers. The majority (85%) of teachers are educated in 28 collegesaround the country. Until the nineties, the universities took the lead in producing research in thisfield and the teacher colleges did not develop a culture of research on teacher education. In asurvey of research on teacher education in Israel of that period (Ben-Peretz, 1990), there is noreference to studies initiated and conducted by the teacher-colleges faculty members. In the earlynineties, when teacher education colleges in Europe and in the US were closed or integrated inuniversities, an academization process supported by The Commission for Higher Education began(Ariav, 1993), which strengthened the status of the colleges, and encouraged their faculty membersto engage in research. This presentation will analyze the new scholarship in teacher educationcolleges during the last decade and will show that, rather than competing with the universities inresearch on teacher education, they have developed research for teacher education with immediateimplications for curriculum and teaching.Types of knowledge - politics of knowledgeKatrin Hjort, Danish University of Education, DenmarkThe upper secondary school in Denmark is undergoing a great reform as a part of the generalmodernisation or transformation process of the Scandinavian Welfare States. The reformrepresents important new challenges to the teachers, including demands to produce new types ofknowledge in order to document their activities and the outcome of their work. Teaching has to bemore transparent and open to external evaluations and accountancy. This paper takes its point ofdeparture in a present research project financed by the Danish States Research Council andexplores – inspired by Michel Foucault’s concept of Power/Knowledge – the relations between themore traditional professional knowledge of the teachers and the new types of knowledge aboutteaching required at the moment. The paper analyse the competition between the different types ofknowledge as representing power relations or power struggles between different politics ofknowledge and discuss the possibility of developing knowledge able to support the teachersprofessional practice.Professional repertoires in classroomsKirsti Klette, University of Oslo, NorwayThe aim of this paper is to discuss research gaps in teaching and teacher education from the pointof view of studies of professional repertoires in classrooms. Despite massive research within thefield of education trying to grasp the relation between the who, the how and the what at the– 586 –