In this episode, Anna talks with Dr. Jonas Linderoth, a professor of education at the University of Gothenburg, about how influential educational ideas have shaped the teaching profession and why evidence from cognitive science and educational psychology still faces resistance in teacher education. They discuss how education reforms of the 1990s affected teacher status and student outcomes, and Jonas’ reflections on his own role during that period.

They also discuss why evidence-based pedagogy is so crucial and what it means when teachers encounter research-informed strategies and respond with a single word – “finally”.   They also explore Sweden’s recent proposal to embed cognitive science in teacher preparation, why it’s controversial, and how implementation is unfolding.

This is an insightful episode for anyone interested in how research, policy, and classroom practice come together.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS

[00:00:22] Introduction

RELEVANT PREVIOUS EPISODES 

https://chalkandtalkpodcast.podbean.com/e/the-power-of-explicit-instruction-with-anita-archer-ep-57/

Maximizing learning through explicit instruction with Zach Groshell

https://chalkandtalkpodcast.podbean.com/e/ep-10-maximizing-learning-through-explicit-instruction-with-zach-groshell/

Evidence-based teaching strategies with Paul Kirschner

EPISODE RESOURCES

https://www.annastokke.com/resources/ep-60-resources

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-60-transcript

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

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