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- Lindqvist, Henrik, 1978-, et al.
(author)
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Experiences of a dual system : motivation for teachers to study special education
- 2021
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In: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 36:5, s. 743-757
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Journal article (peer-reviewed)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. |
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| 3. |
- Barman, Linda, 1972-, et al.
(author)
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Hardness or Resignation : How Emotional Challenges During Work‑Based Education Influence the Professional Becoming of Medical Students and Student Teachers
- 2023
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In: Vocations and Learning. - : Springer Nature. - 1874-785X .- 1874-7868.
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Journal article (peer-reviewed)abstract
- This paper addresses how emotionally challenging experiences during work-basededucation may influence the professional becoming of student teachers and medicalstudents. We conducted a qualitative analysis of eight focus group interviewswith undergraduates from two universities in Sweden who studied to become eitherphysicians or teachers, and interpreted their experiences through Wenger’s theory ofcommunities of practice. The findings show that students’ ideal view of how to becaring in their aspiring professional role as physician or teacher collided with existingpractices, which affected them emotionally. In particular, the students found itchallenging when norms and practices differed from their values of professionalismand when the professional culture within practices reflected hardness (physicians) orresignation (teachers). Both medical students and student teachers experienced thatprofessional decision making and legitimacy challenged them emotionally, howeverin different ways and for different reasons. This study makes visible both generaland specific aspects of how students view their future role in the welfare sector andchallenging dimensions of professional practice. The findings bring into focus thequestion of how professional education can support students’ professional becomingin relation to their emotional challenges.
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| 4. |
- Franzén, Adam, et al.
(author)
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Att verka som specialpedagog: Ett uppdrag under förhandling
- 2024
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In: Venue. - 2001-788X.
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Journal article (pop. science, debate, etc.)abstract
- Specialpedagogens uppdrag och roll innefattar många olika ansvarsområden och arbetsuppgifter. Rektor är den som sätter ramar och därmed också skapar förutsättningar för hur det specialpedagogiska arbetet ska utformas på den skola där specialpedagogen är verksam. Det verkar vanligt att specialpedagoger själva är med och skriver sina egna arbetsbeskrivningar. Specialpedagogers uppdrag kan därmed komma att bli format i förhandlingen som sker mellan rektor och specialpedagog. Denna artikel tar utgångspunkt i ett examensarbete av Franzén och Ek Andersson (2023) för att diskutera rollen som en specialpedagog kan få på en skola.
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| 5. |
- Jahic Pettersson, Alma, 1986-, et al.
(author)
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Mottagningssamverkan : från nyutexaminerad till hållbar lärare
- 2024
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Reports (other academic/artistic)abstract
- Denna rapport är en del av Skolsamverkan Öst, Mottagningssamverkan, där LiU Skolsamverkan tillsammans med kommuner i Östergötland har tagit fram och prövat en kommunövergripande vägledning inklusive självskattningsformulär (ett för grundskollärare och ett för förskollärare). Självskattningsformulärens avsikt är att fungera som ett verktyg för att hitta de nyutexaminerades styrkor och utvecklingsområden under deras första år i yrket den s.k. introduktionsperioden. Tidigare studier har pekat på en del svårigheter i början av lärares yrke, samt fokuserat på mentorers stöd till nyblivna lärare. Det visar sig i forskning att det är viktigt att inte bara fokusera på vad nyblivna lärare inte kan, utan att arrangera samtal som fokuserar på utveckling och därmed att ge nyblivna lärare stöd att utforska arbetet som lärare. Därtill kan en mentor vara värdefull för att skapa en stöttande kollegial struktur som består av mer än en enskild mentor, med fokus på utbyte i en kollegial miljö. Syftet med rapporten är att undersöka erfarenheter från alla som är inblandade i introduktionsperiodens upplägg dvs. utbildningschefer, rektorer, mentorer och nyblivna lärares erfarenheter. Mer specifikt undersöks i rapporten vilka förutsättningar som finns för genomförande av introduktionsperioden. Slutligen undersöks hur de verktyg som finns framtagna i Mottagningssamverkan beskrivs med fokus på att synliggöra de nyutexaminerades styrkor och utvecklingsområden. Rapporten baseras på data som har samlats in via 41 enkäter i tre deltagande kommuner, på förskolor och grundskolor i årskurs F-9. Resultatet visar att samtliga mentorer och nyutexaminerade är positiva till introduktionsperioden. En mentor skriver att det är “viktigt att vi tar om hand våra nyutexaminerade kollegor, så vi får behålla dem i yrket”. Rapportens resultat diskuteras utifrån de förutsättningar som verkar ha störst betydelse under introduktionsperioden: vikten av central styrning, förutsättningar med fokus på tid och ekonomi och sist men inte minst mentorns viktiga roll där stödmaterial i form av kommunövergripande vägledning och självskattningsformulär ingår.
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| 7. |
- Lindqvist, Henrik, 1978-, et al.
(author)
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Boundaries as a coping strategy : emotional labour and relationship maintenance in distressing teacher education situations
- 2019
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In: European Journal of Teacher Education. - : Routledge. - 0261-9768 .- 1469-5928. ; 42:5, s. 634-649
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Journal article (peer-reviewed)abstract
- Student teachers have to cope with distressing emotions during teacher education. Coping is important in relation to both attrition and bridging the gap between being a student teacher and starting work. The data consist of semi-structured interviews with 25 student teachers, which were analysed using a constructivist grounded theory framework. The aim of the current study was to examine student teachers' perspectives on distressing situations during teacher education, as well as how boundaries were established as a way of coping with emotions related to these situations. The findings show that the student teachers' main concern was to make sense of the imbalance between resources and the demands placed by distressing situations. As a coping strategy, student teachers established professional boundaries linked to emotional labour and relationship maintenance.
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| 8. |
- Lindqvist, Henrik, 1978-
(author)
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Boundary work of early career teachers
- 2024
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Conference paper (other academic/artistic)abstract
- Early career teachers have been discussed as being particularly vulnerable to stress and emotional challenges. Even though there has been an increased understanding of the practice shock, and utilization of mentors during the beginning for early career teachers, the start of the profession for early career teacher is still considered as filled with stress and emotional challenges. Kelchtermans (2019) describe the deficit-thinking about early career teachers, as they are considered not capable enough. Instead, Kelchtermans propose early career teachers should be considered not from what they lack, but rather from a perspective of their strengths and potential. This relates to the ongoing identity processes of early career teachers that they find their sense of themselves as teachers in the working conditions that the experience. The ongoing identity process and consistent dilemmas of early career teachers influence the early career teachers coping strategies.The aim of the following study was toinvestigate how challenges of beginning teachers in their second year, with a focus on their continuous teacher identity development. In the study, I adopted Constructivist Grounded Theory (CGT), as this together with symbolic interactionism offers a theory-method package with a focus on social processes, and participants perspectives. In addition, CGT engages in understanding the participant as an agentic person, resolving problems in relation to their main concern.Methodological designIn the study, 23 early career teachers were interviewed. The interviews focused on challenges the early career teachers experienced during their second year of teaching. The interviews were analysed utilizing CGT methods.Expected conclusions/findingsThe findings show consistent dilemmas of continuous teacher identity construction, where the participants describe two main dilemmas that they needed to work with. These were boundary demarcations as well as settling for less. Boundary demarcations focused on not engaging too much in pupils, as well as finding a role where challenges did not affect the participants. Settle for less involved lowering expectations of the influence they wanted to have over pupils. To regulate to need for boundary demarcations the early career teachers described wearing a mask, creating a professional self that was not as affected by events as the personal self. In relation to settling for less, early career teachers described needing to regulate their will to get across to pupils. This means that they thought they should not blame themselves too much if the pupils did not care to listen to what they had to say. These strategies to regulate are discussed as a way of coping with experienced challenges and what this means to the teacher identity, moving from an ideal position into being a little more experienced teacher. The reported research is relevant to Nordic Educational Research since it addresses the challenges of new teachers, and is of use to understand how subjective interpretations of the professional role is influenced by experienced challenges.
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| 9. |
- Lindqvist, Henrik, 1978-, et al.
(author)
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Change advocacy as coping strategy : how beginning teachers cope with emotionally challenging situations
- 2021
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In: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 27:6, s. 474-487
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Journal article (peer-reviewed)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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| 10. |
- Lindqvist, Henrik, 1978-, et al.
(author)
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Conflicts starting to teach : Beginning teachers coping with emotionally challenging situations
- 2019
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Conference paper (peer-reviewed)abstract
- Beginning teachers face complicated socialization processes, affected by micro-political contexts. Starting to teach may entail conflicts, rivalry, competition, as well as alliances and collaboration with colleagues and other staff of a school. Beginning teachers need to understand the social setting where they start their career. The aim of the study was to use the narratives of beginning teachers to investigate the emotionally challenging situations they face, with a focus on how their perspectives and definitions of these situations guided their actions and made coping possible. Since we were interested in the perspectives of the participants, and their definition of the situation, we adopted a symbolic interactionism as theoretical framework. In order to investigate the actions and processes involved constructivist grounded theory (GT) methodology was used. We used GT tools of coding, memo-writing and constant comparison as flexible guidelines, and not as a linear mechanical process. 25 participants took part in the study, which comprise of 68 written self-reports as well as 20 semi-structured interviews. Seven of the participants were male, seventeen were female and one identified as non-binary. Their ages spanned from 22 to 56 (M=28) years old and they were recruited from six teacher-training programmes in Sweden through e-mail contact. All interviews were conducted after the beginning teachers were at the end of their first year of teaching. The beginning teachers experienced conflicts when meeting a micro-political arena starting to teach. The conflicts were either interpersonal or intrapersonal. The interpersonal conflicts were related to teaching methods when it came to colleagues, distrust among colleagues and from parents, as well as conflicts in the student-teacher interaction. Intrapersonal conflicts involved feelings of being “good enough”, having to set limitations to time and engagement, as well as suppression of emotions. To cope with the conflicts beginning teachers had strategies related to being a part of the micro-political context of a school. When doing so, strategies of autonomy, influencing, collaboration and conformity was adopted. There was a reciprocal relationship between being autonomous and using an influencing strategy, as well as between collaboration and conformity. Sometimes, if the person using an influencing strategy found the right ally it could also lead to collaboration among the parts to amend, tolerate or alter the problem with the conflicts. The use of a certain coping strategy is likely to have an affect on turnover or attrition intentions among the participants, as the analysis revealed that the beginning teachers who adopted an influencing or autonomous coping strategy were more likely to talk about changing workplace or school. The reported research is relevant to Nordic Educational Research since it addresses beginning teachers coping with emotionally challenging situations starting to teach, and could involve issues valuable to teacher education. We hope this might be of use in the discussion about beginning teachers attrition and turnover intentions.
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