| 1. |
- 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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| 2. |
- Aili, Carola, et al.
(författare)
-
Research on teachers' professional lives : time to build a research network. Paper presented at NERA's 31st Congress, 6-9 March, Copenhagen
- 2003
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)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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| 3. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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"Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation" : Om de nya grundlärarna med inriktning mot arbete i fritidshem
- 2016
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :1, s. 86-109
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Tidskriftsartikel (refereegranskat)abstract
- In 2014 the first cohort of (a newly designed group of teachers) ”primary teachers with a specialization in extended school education” graduated from Swedish universities. In addition to the traditional formal qualifications as leisure pedagogues their degree also includes the competency to teach practical/aesthetical subjects in compulsory school up to year six. The newly designed teachers thus have to relate to dual professional identities and try to maintain balance between their work in the traditional socially oriented recreation centers against their teaching in a goal- and results-driven school. In this article we study a group of 40 new teachers before and after graduation, trying to get hold of how they perceive and negotiate their professional identities and how they orient themselves in the professional landscape. The results show that the graduates try to balance their own ideals and professional intentions against traditional professional identities and labor market conditions.
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| 4. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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“Betwixt and Between” : Leisure-time Teachers and the Construction of Professional Identities
- 2019
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 63:6, s. 884-898
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Tidskriftsartikel (refereegranskat)abstract
- In 2014, a newly formed group of teachers graduated from Swedish universities. In addition to their qualification as leisure-time pedagogues, their degree includes teaching practical/aesthetical subjects in compulsory school. This group of teachers thus has to relate to dual professional identities and to maintain a balance between the socially oriented leisure-time centres and a goal- and results-driven school. In this article we describe their first two years after graduation, trying to get hold of their negotiation of professional identities and orientation in the professional landscape. Results shows that the graduates try to balance own ideals and hybrid professional intentions against traditional professional identities and labour market conditions and that position in a liminal phase might be crucial for the outcome.
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| 5. |
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| 6. |
- Carlsson, Rickard, 1984-, et al.
(författare)
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Is teacher attrition a poor estimate of the value of teacher education? A Swedish case.
- 2019
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Ingår i: European Journal of Teacher Education. - : Taylor & Francis. - 0261-9768 .- 1469-5928. ; 42:2, s. 243-257
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Tidskriftsartikel (refereegranskat)abstract
- Far from all who complete teacher education end up working as teachers throughout their entire career. At first sight the value of teacher education, in terms of efficiency, seems to be a failure. In the present article we argue that teacher attrition, when defined as whether one is working as teacher or not, is a too blunt measure to gauge whether teacher education has been valuable. With a unique dataset, where we have detailed information on 87 Swedish teacher graduates’ working life across 23 years, we can consider whether activities and/or experiences point to an apparent use of teacher education. In conclusion, we find that in order to get informative estimates of its value it is important to consider it from different perspectives and to consider attrition related to the total working time spent in educational settings across a career rather than percentage leaving teaching after a set of years.
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| 7. |
- Fonseca, Lars, 1963-, et al.
(författare)
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Lärarassistenter och lärare - samarbete, arbetsdelning eller konflikt?
- 2018
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Ingår i: Nordisk netværk for Professionsforskning.
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Konferensbidrag (refereegranskat)abstract
- Problemställning: Internationella studier visar att svenska lärare ägnar mer tid åt administration och mindre åt undervisning och kompetensutveckling än lärare i andra OECD-länder (OECD, 2013). I Sverige styrs skolan offensivt med ökade inslag av granskning och kontroll, vikande PISA-resultat och en ökande lärarbrist (Bejerot m.fl., 2015; UKÄ, 2016).Trycket på svenska lärare är högt och skilda initiativ tas för att lärare ska kunna fokusera på "kärnuppdraget". Bland annat föreslås införandet av avlastande tjänster, lärarassistenter. Innehållet i avlastningen beskrivs emellertid på olika sätt. Introduktionen av lärarassistenter kan ses som ett försök till intern stratifiering av läraryrket, där arbetet delas upp och där delar av arbetet lämnas över till andra yrkesgrupper. Följden blir att professionella domäner behöver förhandlas, förskjutas och fördelas.Frågeställningar:- Vilka delar av lärares arbete förväntar skolledare att redan införda avlastande tjänster skall ta över?- Vilka förväntningar på önskvärda avgränsningar mellan professionella domäner beskrivs av lärarna själva?- Vilka förväntningar om professionell domän för den nya yrkeskategorin lärarassistenter beskrivs i utbildningsinformation för lärarassistentutbildningar?- Harmonierar dessa olika förväntningar? Finns potentiella eller redan konstaterade konfliktytor? Teoretiska utgångspunkter:Introduktionen av lärarassistenter i den svenska skolan medför med stor sannolikhet att skolorganisationens ekologi rubbas, att professionella rörelser uppstår och att professionella domäner förhandlas, förskjuts och fördelas. (Abbott, 1988). Ett tydliggörande av läraryrkets kärna (Lindqvist & Nordänger, 2007; Gardesten, 2016) och en nyintroducerad arbetsspecialisering kan betraktas som ett sätt att förstärka läraryrkets professionella status. Men introduktionen av nya yrkesgrupper kan lika gärna uppfattas som ett hot mot det professionella. Idén om införandet av lärarassistenter ”översätts” således på olika sätt - i olika praktiker - av olika aktörer (Czarniawska & Joerges, 1996) där uppfattningar om vad som är kärnan i lärararbetet (Gardesten, 2016; Lindqvist & Nordänger, 2007) och vad framstår som ”smutsigt” (Landahl, 2006; Hughes, 1958/1981) kan skilja sig åt. Metoder:- Webb-enkät till skolledare om innehållet i 408 införda avlastande tjänster.- Enkäter till 65 lärare vid tre skolor där lärarassistenter införts. Enkätfrågor om vilka arbetsuppgifter lärarna vill bli av med, vill behålla, vill tillföra respektive vill samarbete med andra yrkesprofessioner om. Uppföljande intervjuer om utfallet av arbetsfördelningen med olika professioner på de tre skolorna.- Innehållsanalys av utbildningsplaner för 18 svenska lärarassistentutbildningarEmpiriskt fält:Professionella domäner i skolan
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| 8. |
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| 9. |
- Gardesten, Jens, 1971-, et al.
(författare)
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Gör det någon skillnad? Universitetslärares erfarenheter av en verksamhetsintegrerad lärarutbildning.
- 2018
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 12:2, s. 25-40
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Tidskriftsartikel (refereegranskat)abstract
- In this article, some initial findings from a research project where the practice/theory relationship and collaboration between schools and universities in teacher education are studied. The purpose of the study is to highlight possible effects of a work-integrated teacher education. The empirical base are eight interviews where university teachers describe how the increased time spent in schools might influence student teachers´ performances in university courses. Are any dimensions of teacher competence developed? The answers from the university teachers are first categorized into three themes, namely knowledge of subject didactics, connections theory/practice and practice/practice and finally in relation to the student teachers as legitimate participants. The themes are thereafter related to the concepts of spectator-knowledge and participant-knowledge and to Biestas (2012) concepts: qualification, subjectification and socialization. In conclusion, findings indicate that the “work integrated profile” have potential to balance these purposes of education.
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| 10. |
- Gardesten, Jens, 1971-, et al.
(författare)
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Scenkonst eller gatuteater? : Lärares arbete i relation till struktur, organisering och yrkesgränsernas utsträckning
- 2021
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Ingår i: Nordic Studies in Education. - : Cappelen Damm Akademisk. - 1891-5914 .- 1891-5949. ; :2, s. 148-166
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Tidskriftsartikel (refereegranskat)abstract
- The study highlights the extension and scope of teachers’ work. Swedish teachers reflected on this before and after visiting schools in France, where “CPE-staff” alleviate teachers with different tasks. In sum, findings indicate that the extension and scope of teachers’ work can be discussed in terms of what, when and where, but also as already institutionalized or something that reshapes during negotiations on a daily basis. The findings are analyzed by the concepts of “structure” and “communitas” (Turner, 1974, 2008), highlighting how the professional boarders are dependent on patterns of structures and relationships within the school as an organization.
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