Lärom, rapport 4. Mellan Akademi och Profession : Nitton svenska lärarutbildares berättelser om lärarutbildning igår och idag.

During the last decades, the Swedish education system has been in a process of restructuring, in terms of privatisation, marketisation, and deregulation. As a result, in 2001 a new teacher education reform was implemented. As a part of the three year long research project Teacher Educations: Recruitment and Professional Identies during Restructuring (LÄROM), 19 teacher educators were interviued on their experiences of teacher training/education from a professional perspective. The theoretical framework was derived frpm Bourdieu's praxeological theory. Results showed that from teacher educators' horizon, teacher education is percieved as "fragmentised", that academic knowledge "rules" over praxis based teacher knowledge, and a grater "distance" between educators and students has been created in the process. Seemingly there has been a shift from a predominatly oral teacher education culture, where legitimate teacher knowledge was presented in narrative form, to a textualised culture, where legitimate teacher knowledge is presented as texts inside a scientific and academic framework. A central conclusion was that developing a strong professional identity, was hard for student teachers aiming towards teacing in preschool or primary school settings, whereas professional identity development was easier for student teachers aiming at teacing as subject teachers in secondary or upper secondary school