| 1. |
- 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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| 2. |
- Aili, Carola, et al.
(författare)
-
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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| 3. |
- 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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