| 1. |
- 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.
|
|
| 2. |
- Brante, Göran, 1951
(författare)
-
Allmän didaktik och ämnesdidaktik - en inledande diskussion kring gränser och anspråk
- 2016
-
Ingår i: Nordisk tidskrift för Allmän Didaktik. - 2002-1534. ; 2:1, s. 52-68
-
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.
|
|
| 3. |
- Brante, Göran, 1951
(författare)
-
Changes in the time: Swedish upper secondary school and youth culture
- 2015
-
Ingår i: The 43rd Annual Congress of the Nordic Educational Research Association 4-6 March 2015.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This presentation discuss how manifested edicts on Swedish school policies since the 1990s changes the organization of upper secondary schools, and how these alterations in turn exerted an influence on both teachers and students. The presentation is a tentative (and maybe normative) way of moving consciously and reflectively forward, to discuss tactics and strategies of a new kind in a changing world. A number of aspects are illustrated, for instance: how curriculum structures affect knowledge offered to students; contradictions between teachers' discretionary professionalism and curriculum and rating requirements; how spatial inequalities may impact students’ choices; and how marketization of schools affects factors such as school information, student health, grades, and teachers' work situation. A small case study illustrates upper secondary students’ views of the relationship between student and teachers. Finally, some theories and possible mechanisms are mentioned which may have a chance to provide explanations to the discussion; these are built on Ziehe, Mannheim and others. The overall discussion expresses something about some of the structural and institutional aspects that can be said to have an influencing role in the relatively immediate future of school and teaching activities.
|
|
| 4. |
|
|
| 5. |
- Brante, Göran, 1951
(författare)
-
Ett credo om att avskaffa betyg
- 2014
-
Ingår i: Motbok. Kritiska perspektiv på styrdokument, lärarutbildning och skola. - Lund : Studentlitteratur. - 9789144101934 ; , s. 75-88
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 6. |
- Brante, Göran, 1951-
(författare)
-
Förbättrad interaktion mellan studerande och lärare genom ökad professionalism?
- 2002
-
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.
|
|
| 7. |
- Brante, Göran, 1951
(författare)
-
Generationsförrädaren -på barnets sida!
- 2014
-
Ingår i: Motbok. Kritiska perspektiv på styrdokument, lärarutbildning och skola. Redaktör Olof Franck. - Lund : Studentlitteratur. - 9789144101934 ; , s. 23-41
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
- Brante, Göran, 1951
(författare)
-
Subjects didactics - a universal general didactic position?
- 2015
-
Ingår i: The 43rd Annual Congress of the Nordic Educational Research Association 4-6 March 2015.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Subject didactics have got a vast influence in teacher education; you could say that it seems to be the focused and most important part in curricula for becoming teachers. But what is the difference between general and subject didactics? In subject didactic text books it is suggested that didactic subject knowledge is sufficient for thinking and planning of teaching, and/or that everything concerning school is subject didactics. The aim of the presentation is to problematize the concept of subject didactics and its claims in relation to planning and teaching subject knowledge. It is here proposed that subject matter planning and teaching within school education can be understood as general didactics, and that it is a universal statement. The universal position encompasses that aspects used for planning the teaching of a subject or a subject matter, can be applied to any subject or subject matter, any group of learners, and in any culture. This will be shown in two ways. First, three theories strongly involving thinking about subject matter for the planning of teaching, is used to illustrate that these actually are general didactic theories of how content can be thought about, treated and handled in the planning of teaching. It is Klafkis didactic analysis, the variation theory including learning study developed by Marton, and Whites theory of content dimensions. They are also all universal. 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 can be shown to be traditional general didactic positions. The claims in the articles are also universal in the above mentioned way. If this reasoning has credibility it should be reason to investigate more profoundly the intersection between general and subject didactics. Swedish teacher education policies, in line with the evidence discourse, emphasize subject knowledge. There may be a risk that the focus on subject knowledge will diminish the invaluable knowledge concerning personal, institutional and structural relations in classrooms.
|
|
