Research in progress (a brief presentation):

The teacher in the career 1992-1997
In charge: Sven-Erik Hansén
The aim of the project was to
• analyze how class teachers are conceptualizing their work and working conditions during a time of restructuring teacher profession and
• investigate if differences in conceptualizing the work can be identified between teachers with varying experience and teacher education.
One report has been published (Hansén, S.-E., 1997. Jag är proffs på det här. Om lärarens arbete under en tid av förändring [I am a professional. About teacher’s work during a time of change]. (Look at the list above)
Several articles have been published and Master theses written.
Funding from Åbo Akademi University for collecting data.

The problem of theory and practice in Teacher Education 1997-
In charge: Sven-Erik Hansén and Jan Sjöberg
The project is rooted in an experimental work at a Department of Teacher Education the connected training school.
The aim of the project is to
• deepen the knowledge about how teacher educators and student teachers conceive theory and practice and the relationship between them in the teacher education program.
Deepening the understanding about the interplay will contribute to the further development of Teacher Education.
Several articles in books and journals have been published (look above).
Funding from the Ministry of Education Funding and from several foundations for participating in conferences.

Education for Entrepreneurship 1994-2008
In charge: Sven-Erik Hansén
The aim is to
• make a survey of to what extent and in what ways teachers are dealing with the topic of entrepreneurship in their teaching;
• identify patterns of attitudes among teachers towards the curriculum which has been developed for education for entrepreneurship, and;
• generate more knowledge about the topic as a basis for the further development of education for entrepreneurship.
Empirical data have been collected through interviews among teachers.
One doctoral student is writing her thesis within the project.
A report has been published in 1999 under the title Perspektiv på företagsamhetsfostran. En fallstudie bland lågstadielärare [Perspective on Enterprise Education. A case study among primary school teachers].
One of my doctoral students has completed her doctoral thesis in 2008.
Funding from the National Board of Education for collecting data and for participation in conferences and the doctoral student has funded by Åbo Akademi University and several foundations.

Organizing Curriculum Change: A Cross National Study (OCC) 1997-
In charge: Sven-Erik Hansén for the Finnish part
The project is part of an international project which links the development, the implementation and the concretization of curricula in the Nordic countries, Germany, and Switzerland. The coordinator for the Nordic part of the project is prof. Stefan Hopmann, University College of Kristiansand. Empirical data has been collected through questionnaires, interviews and documents. The Nordic part of the project started in 1997.
The overall aim is to answer the question: How are curricula constructed and used in various countries and cultural settings?
Empirical data from seven cases in five countries, Switzerland, Germany, Illinois US, Norway and Finland, have been collected about curriculum making processes cases.
The more specific aim of the comparative project is to
• identify what kind of societal structures and organizational pre-conditions are of importance in the development, the implementation and the use of curricula;
• investigate the curricular decisions making process on different levels and the motives guiding the actors and how teachers are using curricula in their daily work?
Masters’ students are using the empirical material for their thesis.
I have so far been involved in publishing one article titled Problems concerning comparative research of curriculum development, published 2001 by publisher Peter Lang.
A report will be published in 2006.
Funding from Åbo Akademi University and from the Foundation of Åbo Akademi University and other foundations for our participation.
Teachers’ professional development. A local and global perspective on teacher professionalism within the Bologna process 2006 -
In charge: Sven- Erik Hansén, Kaj Sjöholm,
Particpating researchers: Jan Sjöberg, Tom Gullberg
Department of Teacher Education, Åbo Akademi University
Funding From Åbo Akademi University and from different foundations; about 50.000 year 2008 and about the same amount 2009

This project is oriented towards the qualification of teachers. The process of qualification is, however, to be understood from a broader perspective. This research certainly sets out from the perspective of Finnish teacher education, but is to be understood in relation to more general processes of societal change.  Therefore, the relationship between the local and the global perspective will be the focal point of our interest, meaning that the comparative orientation will be of great importance.

One of the underlying motives behind the project is to reveal the process of the teachers’ professional growth. Increased knowledge and better understanding of the teachers’ work and the societal conditions under which they work are of great importance to the development of the content of teacher education and to the development of the teachers’ professional growth. In the process of gaining a systematized knowledge of teacher qualification and teachers’ practical experiences, new insights will contribute to giving the discipline of education (i.e. education oriented towards teacher training) a more solid theoretical basis and a clearer contour. A further motive for the project is to develop new methods of researching teachers’ work and working conditions. Thus, the project can, in addition to an orientation towards action research and theory generating, also be characterized as applied research focusing on method development.

Part of the project is aimed at deepening the understanding about newly qualified teachers’ entrance in their job career and contains also ambitions to develop mentor programs.

The general aim will be to develop a new understanding of the factors relating to the qualification of teachers, which will form a basis for the continuous development of teacher education and in-service education. We have chosen to focus the project on four perspectives that comprise various kinds of tensions. The perspectives are a global, a local, a didactic and a citizen’s perspective.

Two doctoral students are engaged in the project.

Osaava Verme. Peer group mentoring: Support for new teachers 2009-

Osaava Verme is a collaborative network between the Finnish teacher education institutions, including the vocational teacher education institutions and teacher education departments of universities. The main aim is to promote a lifelong continuum of teachers' professional development through building bridges between the pre-service and in-service teacher education.

Åbo Akademi University has received 35.000€ for 2010 for conducting the project and about the same amount for 2011.

Three doctoral students are involved.

Doctoral program in the third world: The case of Tanzania 2007-
In charge; Sven-Erik Hansén, Ulla Lahtinen, Kristina Ström, co-ordinator Terese Ahlström

Since1995 the Faculty of Education at Åbo Akademi University has conducted an academic degree program in Tanzania and completed two Bachelor of Education and two Master of Education courses.
The Finnish Ministry of Education supports a three year doctoral program 2007-2009 with 80.000€/year. Åbo Akademi University and the Foundation of Åbo Akademi have also contributed to financing the program, (15.000-20.000€/year)
Eleven doctoral students are enrolled in the program and they spend part of the year at our university while we conduct courses and seminars in Tanzania once per year.