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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
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 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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| 4. |
- Aili, Carola, 1963-, et al.
(författare)
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Research on teachers' professional lives : time to build a research network. Paper presented at NERA's 31st Congress, 6-9 March, Copenhagen
- 2003
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Konferensbidrag (refereegranskat)abstract
- Teachers’ work has during the last ten years gone through great changes. The effects of postmodern society has made the work more and morecomplex and difficult to handle and understand for those involved as well as outsiders. Researchers are trying to keep up with things. The developmentof knowledge of teachers’ work takes place on different levels, in separate disciplines, from various starting-points and with different foci.To be able to describe, understand and explain the »new« work of teachers in a vigorous way there is need of getting these research initiativestogether. Arenas should be established where interchanges and coordination between researchers could take place. In order to make this happen wehave the intention of building a Swedish (our aim is to expand the network to the Nordic countries after the establishment in Sweden) network ofresearch on teachers’ professional lives.Besides presenting the intention and design of our network we also bring along some examples of research projects in line with the network ideas.
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| 5. |
- Brante, Göran, 1951-
(författare)
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A description of upper secondary school students' critical viewpoints concerning the interaction between teachers and students. Bidrag presenterat vid Nordiska Föreningen för Pedagogisk Forskning 15-18 mars
- 2001
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Konferensbidrag (refereegranskat)abstract
- The main purpose of this study is to describe and understand secondary school students´ critical viewpoint on their teachers´ attitudes and actions regarding interaction with students. The teachers are not seen as individuals, but as a collective force. A handful of theories serve as a theoretical basis for the paper. These discuss the following phenomena: the generation gap; interaction; relations between Human Services Organisations workers and their clients; dissonance in the interaction between teachers and students; and an attempt to define teacher professionality. A qualitative survey, with open and structured questions, has been answered by 110 students in upper secondary school. The answers have been categorized and compared to the theoretical framework. The main thesis is that the personal relationship between student and teacher is of vital importance to interaction in the classroom. The study shows that there is severe criticism of teachers in secondary school concerning student - teacher interaction.
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| 6. |
- Brante, Göran, 1951
(författare)
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Allmän didaktik och ämnesdidaktik - en inledande diskussion kring gränser och anspråk
- 2016
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Ingår i: Nordisk tidskrift för Allmän Didaktik. - 2002-1534. ; 2:1, s. 52-68
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Tidskriftsartikel (refereegranskat)abstract
- Swedish teacher education policies, in line with the evidence discourse, emphasize subject knowledge, and subject didactics have a vast influence in school and teacher education. But what is the difference between general and subject didactics? In subject didactic text books it is suggested that didactic subject knowledge is more or less sufficient for thinking and planning teaching, and/or that everything concerning school is subject didactics. The aim of the article is to problematize the concept of subject didactics and its claims in relation to planning and teaching. Instead it is suggested that subject matter planning and teaching within school education can be understood as general didactics. This will be presented in two ways. First, one theory strongly involving thinking about subject matter for the planning of teaching, is used to illustrate that this actually is general didactic theories of how content can be thought about, treated and handled in the planning of teaching. It is Klafkis theory of didactic analysis. Secondly, scientific articles in mathematics, history and biology, claimed to be representative for subject didactics will be used to demonstrate that what is stressed in them as subject didactics, in fact seem to be traditional general didactic positions. If this reasoning has credibility it should be reason to investigate more profoundly the intersection between general and subject didactics.
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| 7. |
- Brante, Göran, 1951-
(författare)
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Förbättrad interaktion mellan studerande och lärare genom ökad professionalism?
- 2002
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 11:3, s. 91-105
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, there has been a lively debate on the state of schools. Two aspects have so far been discussed separately: the problematic status of the teaching profession, and interaction problems between teachers and students. These aspects have been considered in an inquiry involving 110 upper secondary school students. The analysis revealed severe criticism of teachers' actions and attitudes towards their students. Using this study as a basis, several theories are put forward - starting point for understanding the causes of the problems that have provoked students' criticism. These theories cover the following factors: interaction, the generation gap, relations between Human Service Organization Workers and their clients, and dissonance in the interaction between teachers and students. One particular implication is that teachers' inadequate professionalism may limit their possibilities to counteract the tendencies noted in the theoretical approaches mentioned above.
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| 8. |
- Brante, Göran, 1951-
(författare)
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Förbättrad interaktion mellan studerande och lärare genom ökad professionalism?
- 2002
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 11:3, s. 91-105
-
Tidskriftsartikel (refereegranskat)abstract
- In recent years, there has been a lively debate on the state of schools. Two aspects have so far been discussed separately: the problematic status of the teaching profession, and interaction problems between teachers and students. These aspects have been considered in an inquiry involving 110 upper secondary school students. The analysis revealed severe criticism of teachers' actions and attitudes towards their students. Using this study as a basis, several theories are put forward - starting point for understanding the causes of the problems that have provoked students' criticism. These theories cover the following factors: interaction, the generation gap, relations between Human Service Organization Workers and their clients, and dissonance in the interaction between teachers and students. One particular implication is that teachers' inadequate professionalism may limit their possibilities to counteract the tendencies noted in the theoretical approaches mentioned above.
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| 9. |
- Brante, Göran, 1951-
(författare)
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Multitasking and synchronous work : complexities in teacher work
- 2009
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Ingår i: Teaching and Teacher Education. - 0742-051X .- 1879-2480. ; 25:3, s. 430-436
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Tidskriftsartikel (refereegranskat)abstract
- Teacher work is described as increasing in complexity and intensity. Reasons for this include societal changes, reformed and increased work tasks, and the changed moral and normative character of teacher work, but also teachers' experiences of doing more than one thing at the same time, and of thinking about one's work at all times. The concept of multitasking is discussed as it relates to teachers' activities. The study is based on data collected with an organizational sampling method (OSM). The concept of synchronous work is developed and discussed as it relates to structural influences, involving concepts that conflict in some respects. It is concluded that the confrontation between teacher engagement and structural and social constraints can lead to work satisfaction, frustration, indifference or ignorance.
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| 10. |
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