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Sökning: WFRF:(Brante Göran 1951 ) > (2005-2009)

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  • Aili, Carola, 1963-, et al. (författare)
  • Qualifying teacher work : everyday work as basis for the autonomy of the teaching profession
  • 2007
  • Ingår i: Teachers and Teaching. - 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.
  • Brante, Göran, 1951- (författare)
  • Lärare av idag : om konstitutioneringen av identitet och roll
  • 2008
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • This thesis comprises four articles and a summarizing text. The articles build on three sets of data regarding various aspects of the teaching profession. One objective is to illustrate and discuss what may make teaching appear to be a complex and intensive profession, as well as what conditions are necessary to make the relationship between teachers and pupils appear to be characterized by asymmetry. A second objective is to discuss which changes to working conditions could in turn lead to changes to the apparent complications in teachers’ working conditions. Using a systemic approach as the point of departure, different mechanisms that may contribute to the constitution of teachers’ identity and role are discussed. On the one hand the systemic analysis moves from a biological point of view, via a cultural, a psychological and a societal point of view, to explain and comprehend how groups can develop asymmetrical relationships. On the other hand, curriculum changes, as well as changes in the school system over the last twenty years and the synchronous nature of teacher work, are used in discussing the complex and intensive character of teaching. Abduction makes it possible to explain the complex and intensive character of the teaching profession, as well as the asymmetric relationship between teachers and pupils, using these mechanisms. It is also proposed that interplay exists between these two aspects. A third result is the proposal that many of these problems may be explained by the extensive reforms that have burdened teachers and schools since the end of the last century. In conclusion, changes in teachers’ attitudes towards innovation, their approach to knowledge, the relationship with the pupils, and the teachers’ mission, are suggested as possible means of modifying the situation.
  • Brante, Göran, 1951- (författare)
  • Multitasking and synchronous work : complexities in teacher work
  • 2009
  • Ingår i: Teaching and Teacher Education. - 0742-051X .- 1879-2480. ; 25:3, s. 430-436
  • 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.
  • Holmqvist, Mona, 1961-, et al. (författare)
  • Learning in pre-school : the expectations teachers have on children's learning and what children actually learn
  • 2009
  • Konferensbidrag (refereegranskat)abstract
    • The point of departure in this study is to describe pre-school children´s learning during a learning study and the expectations the teachers have on each child´s learning. The learning study model (Holmqvist & Mattisson, 2008) is used based on variation theory. Three micro-cycles (lessons) form a macro-Learning study cycle (including three lessons). One Learnign study was implemented during three weeks (one lesson each week). The participants in teh study were three pre-school teachers, their 36 children and researchers. The study consits of discussions with teachers on their focus when planning lessons, classroom observations during learning studies carried out in pre-school and interviews with pre-school teachers´about the expectations they have concerning the children´s learning. The results show 1) an increased learning outcome when the object of learning is presented using variation theory and 2) a discrepancy between what the children actually learned and the teachers' expectations. The expectation the teachers´have on their children´s learning differs from what they actually learned indicates that there is a risk that teachers too high or low expectations affect children´s learning ability. By the use of learning study the teachers became aware of this risk.
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