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Parallel lines – te...
Parallel lines – tensions in teachers’ enactment of the vision of a newly established school in Sweden
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- Blennow, Katarina (författare)
- Lund University,Lunds universitet,Utbildningsvetenskap,Institutionen för utbildningsvetenskap,Institutioner,Humanistiska och teologiska fakulteterna,LU profilområde: Mänskliga rättigheter,Lunds universitets profilområden,Educational Sciences,Department of Educational Sciences,Departments,Joint Faculties of Humanities and Theology,LU Profile Area: Human rights,Lund University Profile areas,Department of Educational Sciences, Lund University, Lund, Sweden
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- Bosseldal, Ingrid (författare)
- Lund University,Lunds universitet,Utbildningsvetenskap,Institutionen för utbildningsvetenskap,Institutioner,Humanistiska och teologiska fakulteterna,Educational Sciences,Department of Educational Sciences,Departments,Joint Faculties of Humanities and Theology,Department of Educational Sciences, Lund University, Lund, Sweden
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- Malmström, Martin (författare)
- Malmö universitet,Malmö University,Institutionen för kultur, språk och medier (KSM)
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(creator_code:org_t)
- Taylor & Francis, 2023
- 2023
- Engelska 18 s.
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Ingår i: Teachers and Teaching - theory and practice. - : Taylor & Francis. - 1354-0602 .- 1470-1278. ; 29:7-8, s. 946-963
- Relaterad länk:
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http://dx.doi.org/10... (free)
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https://doi.org/10.1...
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https://lup.lub.lu.s...
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https://doi.org/10.1...
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Abstract
Ämnesord
Stäng
- This paper aims to share new knowledge about tensions in establishing a new school in a marketised educational landscape, with a special focus on teachers’ experiences of enacting a highly profiled vision. The paper is based on a single case study using observations, surveys, interviews and document studies. To cover the complex enactment process, we have created a multilayered enactment triangle to analyse the enactment process of the school and strategies the teachers use to realise the vision. To be able to hold on to the vision when the first generation of students arrive, the teachers in this study connect the vision to a more abstract ‘future school’. Meanwhile, in the daily practice in the ‘present school’, they perceive difficulties in working in line with the vision. The relations between teachers and vision and the relations between teachers and students, respectively, become parallel lines. It seems then, that for visionary work to function from the start in a newly established school, all the relations in the enactment triangle, i.e. between the vision and the teachers, the vision and the students, and the teachers and the students, need to be there.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogical Work (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
Nyckelord
- school establishment
- policy enactment
- marketisation
- teachers
- vision
- school establishment
Publikations- och innehållstyp
- art (ämneskategori)
- ref (ämneskategori)
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