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- Lindqvist, Henrik, 1978-, et al.
(författare)
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Experiences of a dual system : motivation for teachers to study special education
- 2021
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Ingår i: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 36:5, s. 743-757
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Tidskriftsartikel (refereegranskat)abstract
- Special educators are considered essential in schools, both in the regular system and in the separate special needs system. It is important to understand how special education is envisioned among teachers who choose further study in this field. The aim of this study is to gain more knowledge about what motivates teachers to gain further qualifications to become special educators. The study is based on 158 written self-reports from students studying special education. These reports were analysed using thematic analysis. The findings reveal six themes: ‘Thirst for knowledge, tools and science’, ‘Achieving better results as a teacher’, ‘Improving career opportunities’, ‘Getting away: giving up teaching in a classroom setting’, ‘Influence: helping pupils and teachers’ and ‘Developing schools: identifying deficits in schools’ ways of working with special needs education’. These themes are discussed in relation to special educators’ work, their jurisdictional control and how their reasons relate to supporting or dismantling the dual system of special education.
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| 2. |
- Lindqvist, Henrik, 1978-, et al.
(författare)
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Change advocacy as coping strategy : how beginning teachers cope with emotionally challenging situations
- 2021
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 27:6, s. 474-487
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Tidskriftsartikel (refereegranskat)abstract
- Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges. The aim of the study was to investigate how teachers in their last year as student teachers and their first year as teachers make meaning of a change advocacy strategy to cope with challenging situations as teachers. A qualitative interview study was performed. Twenty-five participants were interviewed while studying in their last year of teacher education, and 20 were interviewed again after having worked as a teacher for a year. In between, 68 self-reports were collected. The material was analysed using constructivist grounded theory tools. The findings show that as student teachers the participants identified two prerequisites to be able to use the change advocacy strategy as beginning teachers: (1) establishing teacher ambiguity and (2) challenging the perceived negative mindset. When utilising a change advocacy strategy as beginning teachers, the participants tried to reform teaching practices and attain a position of competence.
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| 3. |
- Lindqvist, Henrik, 1978-, et al.
(författare)
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Ethical dilemmas at work placements in teacher education
- 2021
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Ingår i: Teaching Education. - : Informa UK Limited. - 1047-6210 .- 1470-1286. ; 32:4, s. 403-419
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Tidskriftsartikel (refereegranskat)abstract
- Teacher education involves encountering ethical dilemmas con- nected to teaching. Student teachers’ ethical dilemmas sometimes occur when ideals clash with experiences. The current study focuses on the challenges experienced by student teachers during work placement education. The aim of the study was to investigate ethical dilemmas student teachers experienced during work placement education, using the sensitising concept of the notion of care. The data consist of semi-structured interviews from 22 student teachers and were analysed using a constructivist grounded theory frame- work. The findings show that the ethical dilemmas reported by the student teachers regarded two influential agents in work placement education: pupils and teachers. Concerning pupils, the dilemmas involved encountering pupils living in poor circumstances as well as experiencing aggression from and among pupils. When it comes to teachers, dilemmatic experiences stemmed from teachers who were disillusioned and derogatory talk in the teacher lounge.
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| 4. |
- Lindqvist, Henrik, 1978-
(författare)
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Nyblivna lärares perspektiv : på att hantera konflikter och utmaningar i skolan
- 2021
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Ingår i: Ledarskap, sociala relationer och konflikthantering för lärare. - Stockholm : Natur och kultur. - 9789127825253 ; , s. 539-575
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med detta kapitel är att beskriva konflikter nyblivna lärare möter, och att förstå dessa genom att fokusera på lärarnas erfarenheter och skolans specifika miljö. Nyblivna lärare möter utmaningar som de hanterar genom att agera inom den mikropolitiska miljön som finns på en enskild skola. Kapitlet beskriver på så sätt möjligheter och hinder för nyblivna lärare och ger förslag på hur lärarstudenter och nyblivna lärare möjligen kan förbereda sig.
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