| 1. |
- Ahlstrand, Elisabeth, 1947-
(författare)
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Passionate Enquiry and School Development
- 1997
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Ingår i: Teachers and Teaching. - 1354-0602 .- 1470-1278. ; 3:2
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Aili, Carola, 1963-, et al.
(författare)
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Qualifying teacher work : everyday work as basis for the autonomy of the teaching profession
- 2007
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Ingår i: Teachers and Teaching. - 1354-0602 .- 1470-1278. ; 13:3, s. 287-306
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Tidskriftsartikel (refereegranskat)abstract
- Teachers' work in tuition-free (non-classroom) time was investigated to see to what degree teachers do work that could be considered as qualifying for the status of professional autonomy. The question arises in Sweden and elsewhere as both teachers and the state actively, and in tandem, strive to professionalise the work of the teacher. Abbott's work on the division of expert labour is taken as a point of departure. Based on data collected by an organisation sampling method, the article describes what teachers do in their tuition-free time. The study data consist of 1166 reports from 59 Swedish teachers' daily work situations in school years 1-12. Qualifying teacher work is related to teachers' ways of handling divergent cases, discretionary work and problem solving. Situations where teachers can use specific professional knowledge are described. One of the main findings is that in 22.2% of the situations studied, such professional knowledge can be applied. This corresponds to at least 7.5 hours of the Swedish teachers' weekly working hours; with the reservation that 10 hours of teachers' weekly 45 hours working time is not examined. This time corresponds roughly with the non-regulated working time, that is, time when the teachers do not have to be at school.
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| 3. |
- Aili, Carola, et al.
(författare)
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Qualifying teacher work : everyday work as basis for the autonomy of the teaching profession
- 2007
-
Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 13:3, s. 287-306
-
Tidskriftsartikel (refereegranskat)abstract
- Teachers' work in tuition-free (non-classroom) time was investigated to see to what degree teachers do work that could be considered as qualifying for the status of professional autonomy. The question arises in Sweden and elsewhere as both teachers and the state actively, and in tandem, strive to professionalise the work of the teacher. Abbott's work on the division of expert labour is taken as a point of departure. Based on data collected by an organisation sampling method, the article describes what teachers do in their tuition-free time. The study data consist of 1166 reports from 59 Swedish teachers' daily work situations in school years 1-12. Qualifying teacher work is related to teachers' ways of handling divergent cases, discretionary work and problem solving. Situations where teachers can use specific professional knowledge are described. One of the main findings is that in 22.2% of the situations studied, such professional knowledge can be applied. This corresponds to at least 7.5 hours of the Swedish teachers' weekly working hours; with the reservation that 10 hours of teachers' weekly 45 hours working time is not examined. This time corresponds roughly with the non-regulated working time, that is, time when the teachers do not have to be at school.
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| 4. |
- Alvunger, Daniel, 1976-, et al.
(författare)
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Research-based teacher education? Exploring the meaning potentials of Swedish teacher education
- 2018
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Ingår i: Teachers and Teaching. - : Routledge. - 1354-0602 .- 1470-1278. ; 24:4, s. 332-349
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education.
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| 5. |
- Arneback, Emma, 1974-
(författare)
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Becoming an anti-racist teacher : countering racism in education
- 2022
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Ingår i: Teachers and Teaching. - : Routledge. - 1354-0602 .- 1470-1278. ; 28:3, s. 357-368
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the who of anti-racism education by examining who the teachers are that are doing anti-racist work and what experiences influenced them to counter racism in their education practices. Taking a pragmatic approach, I use data on racism and anti-racism in schools from interviews with 27 upper secondary school teachers in Sweden to capture notions of becoming. To that end, I present five types of experiences: 1) personal experiences of racism, 2) personal experiences of other forms of oppression, 3) political socialisation, 4) encounters with anti-racism in education, and 5) experiences of racism in the professional teaching context. This plurality of experiences offers different paths to becoming an anti-racist teacher and emphasises the need to situate questions of anti-racist education in the day-to-day struggle of teachers' lives.
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| 6. |
- Björk, Lisa, et al.
(författare)
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Beginning teachers’ work satisfaction, self-efficacy and willingness to stay in the profession: a question of job demands-resources balance?
- 2019
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Ingår i: Teachers and Teaching: Theory and Practice. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 25:8, s. 955-971
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Tidskriftsartikel (refereegranskat)abstract
- As many other countries around the world, Sweden is currently facing an urgent need for new teachers. Creating sound work environments that can retain beginning teachers in the profession—as well as attract new ones—is one way to address the problem. In order to accomplish this task, research must be able to reflect the complex nature of work environments. In the present study, a cluster analysis of four job demands and five job resources among 328 Swedish teachers in their first year of teaching, resulted in four typical work situations: the advantageous situation (n = 103); the balanced situation (n = 148); the threat situation (n = 34); and the pressed situation (n = 43). Clear differences were found in how teachers in these different clusters perceived their work satisfaction, self-efficacy and willingness to stay, with the teachers in the former two work situations scoring significantly higher than the latter two. The results indicate that teachers can have a very different experience of work at the start of their careers. These findings imply that work environment interventions and induction programmes to support new teachers and prevent them from leaving the profession must be well adapted to the context.
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| 7. |
- Blennow, Katarina, et al.
(författare)
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Parallel lines – tensions in teachers’ enactment of the vision of a newly established school in Sweden
- 2023
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Ingår i: Teachers and Teaching - theory and practice. - : Taylor & Francis. - 1354-0602 .- 1470-1278.
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to share new knowledge about tensions in establishing a new school in a marketised educational landscape, with a special focus on teachers’ experiences of enacting a highly profiled vision. The paper is based on a single case study using observations, surveys, interviews and document studies. To cover the complex enactment process, we have created a multilayered enactment triangle to analyse the enactment process of the school and strategies the teachers use to realise the vision. To be able to hold on to the vision when the first generation of students arrive, the teachers in this study connect the vision to a more abstract ‘future school’. Meanwhile, in the daily practice in the ‘present school’, they perceive difficulties in working in line with the vision. The relations between teachers and vision and the relations between teachers and students, respectively, become parallel lines. It seems then, that for visionary work to function from the start in a newly established school, all the relations in the enactment triangle, i.e. between the vision and the teachers, the vision and the students, and the teachers and the students, need to be there.
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| 8. |
- Colnerud, Gunnel
(författare)
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Moral stress in teaching practice
- 2015
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Ingår i: Teachers and Teaching. - : Taylor andamp; Francis (Routledge): SSH Titles. - 1354-0602 .- 1470-1278. ; 21:3, s. 346-360
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to study whether moral stress is a phenomenon relevant to teaching practice and which may make a significant contribution to understanding why teachers repeatedly reported feeling burdened by work. Moral stress can be caused by acting in conflict with ones own conscience, e.g. when one knows the right thing to do but institutional constraints make it difficult to act in a way that is consistent with ones morals. The method used in this study is critical incident technique focusing ethical dilemmas in teaching. The findings add a phenomenon to previous research of moral stress in other professions; moral stress can be caused not only by external regulations, but also by internal moral imperatives in conflict with one another.
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| 9. |
- Colnerud, Gunnel, 1947-
(författare)
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Teacher ethics as a research problem : synthesis achieved and new issues
- 2006
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 12:3, s. 365-385
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Tidskriftsartikel (refereegranskat)abstract
- Research on teacher ethics and the moral dimensions of teaching has contributed to extensive and valuable knowledge, which has sometimes led to constructive syntheses of positions. Four research problems which have been elucidated are discussed in this article: the relationship between care and justice, the conflict between the ethics of virtue and the ethics of rules, the relationship between moral education and professional ethics and what is morally significant in the teaching profession. Furthermore, an invitation to renew the discussion and formulate the next generation of research problems is made. Two issues are proposed. First, to answer the question why is it so difficult to be a morally good teacher and, second, teachers' moral responsibility for the content taught.
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| 10. |
- Edling, Silvia, 1974-, et al.
(författare)
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Doing Good? : Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement
- 2013
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 19:4, s. 419-432
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to theoretically discuss a specific aspect of teachers’ responsibilities: their responsibility for pupils’ or children’s well-being. We ask two interrelated questions: firstly, how might (Swedish) teachers’ sense of responsibilities for their pupils’ well-being be understood in relation to ethical theory? Secondly, what does this insight bring to the discussion of teachers’ professional responsibility within the global discourse of educational policy that increasingly stresses accountability and efficiency in an “age of measurement?´ Education can be described as an intervention in a pupil’s life, motivated by the idea that it will somehow improve it. When one implements this intervention, from a legal/political perspective it boils down to a series of responsibilities assigned to teachers, as expressed in current policy documents. However, an exploration of empirical examples in a Swedish context of teachers’ sense of responsibility for their pupils’ or children’s well-being, expressed in everyday situations, indicates that the matter is complex. In order to find tools with which to better understand such expressions, we turn to the field of SNIP ethics. A thorough inquiry into the various reasoning regarding responsibility reveals that responsibility as socially defined and given is not sufficient to capture the intimacy and relational uncertainties of the teachers’ stories, which is why we turn to the writings of Emmanuel Lévinas and his ethics of responsibility. His ethical language helps to capture relational processes that cannot be predefined and that are based on an infinite sense of responsibility for the other person. We continue by discussing and problematising the increasing importance of measurability and accountability in the field of teachers’ professionalism. Here we illuminate the risks involved with the movement towards the fixed and calculable, since they overlook the intricate ways in which teachers’ given and felt responsibilities are woven together.
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