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  • Re-thinking internationalization as social curriculum for generative supervision

    Meeri Hellsten, Lilian Ucker Perotto. European Journal of Higher Education


    This paper concerns research issues on curriculum, pedagogy and the creative use of method in international higher education. It is motivated by the witnessing of a recent shifting in consensus within the global research communities on international education, towards curriculum renewal of shared knowledge within the field. The article enters into an imaginary of alternative pedagogical routes in IHE and contributes to the collective dialogue by way of a case example using creative writing for transitioning from the actual to the possible in international education. The paper narrates a creatively assembled case study on interdisciplinary methodology. It culminates through correspondence between an international doctoral researcher of Fine Arts and a senior scholar of International Education. The article explores autobiographical research accounts about geographical displacement, the subjectivities produced in international scholarly spaces and their new epistemological imprints on the international student transition experience. The article offers generative curriculum insight that combines interdisciplinary methods through which to feasibly implement pedagogical strategies for renewal of internationalized curriculum beyond times of educational crises.

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  • The Relationship Between Student Teachers’ Career Choice Motives and Stress-Inducing Thoughts

    2020. Teresa Tillmann (et al.). SAGE Open 10 (2), 1-18


    The present study compares student teachers’ career choice motives and their relationship with stress-inducing thoughts across five European countries. A previously established factorial structure for career choice motives embedded within self-determination theory was supported. The factors consist of intrinsic motives, such as interest in educational work with children, and extrinsic motives, such as financial security. Furthermore, differences in the importance of these factors in choosing the teaching profession across countries were found. Results further revealed evidence for a link between extrinsic motives and stress-inducing cognitions. Conclusions and implications for teaching practice are discussed.

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  • Moving from interdisciplinary research to transdisciplinary educational ethics

    2019. Su-Ming Khoo (et al.). European Educational Research Journal (online) 18 (2), 181-199


    This article begins with the proposition that inter- and transdisciplinarity offer an important methodological grounding for collaborative HE research addressing complex agendas such as HE internationalization. Internationalization acts as a figure for the ‘troubled’ nature of higher education; hence we begin with the larger problem, discussing the current crises of disciplinary knowledge as the background question. We set out a framework for understanding and conceptualizing inter- and transdisciplinarity as a meta-theoretical approach that problematizes reductive and disciplinary approaches, in favour of research and analytical strategies which can work with, and across, differences. To work further through and operationalize different possibilities offered by inter-and transdisciplinary approaches to HE internationalizations, we discuss the use of tools such as social cartography to do ‘bridging work’ across different disciplinary and theoretical backgrounds and contexts. A non-formal practitioner–collaborator project is discussed to highlight emergent dimensions of collaboration that might otherwise be overlooked. Inter- and transdisciplinarity are not pre-specified specialized ‘methods’ but, rather, are orientations that may take reductive, convergent, divergent or emergent pathways. Inter- and transdisciplinarity can perhaps be best treated as a problematizing and open-ended methodological approach that foregrounds plurality and contestation, orienting research frameworks towards inclusiveness, tensions, unpredictability and complexity.

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  • Linguistic Diversity and Comparability in Educational Assessment

    2021. Helena Reierstam, Meeri Hellsten. Teacher Education in the 21st Century, 110-113


    This chapter reports on recent mixed method research investigating the comparability between assessment in relation to linguistic and cultural diversity. It takes as its premise that assessment is an integral part of instruction that becomes a main component for attaining of equal opportunities. Therefore, assessment plays a key role in terms of the wider consequences at both individual and societal levels. One of the central functions of assessment is its measure of quality assurance and comparability for grading to such an extent that it is readily employed to indicate evidence of student achievement of standards and quality. This may sometimes present issues in terms of learner diversity. We focus on the challenges facing teaching in linguistically diverse learning settings in which a foreign language may be used as an alternative to instruction. Here we draw on a recent study from two separate multilingual learning contexts in Sweden. We shed light on the generic questions arising from such disjuncture in these linguistically diverse educational sites as evidence on a call for much needed scholarly attention on the quality aspect in assessment.

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  • Teacher Education in Sweden

    2020. Meeri Hellstén, Larissa Mickwitz, Jonas Scharfenberg. Teacher Education in the Global Era, 99-114


    The advent of globalization is one of the most transformational projects in modern society. As such, its impact has been urgently sensed in the field and the institutions of education, which are publicly recognized as the most effective instrument in nation building.

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