| 1. |
- Aili, Carola, 1963-, et al.
(author)
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Qualifying teacher work : everyday work as basis for the autonomy of the teaching profession
- 2007
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In: Teachers and Teaching. - 1354-0602 .- 1470-1278. ; 13:3, s. 287-306
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Journal article (peer-reviewed)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.
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| 2. |
- Aili, Carola, et al.
(author)
-
Qualifying teacher work : everyday work as basis for the autonomy of the teaching profession
- 2007
-
In: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 13:3, s. 287-306
-
Journal article (peer-reviewed)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.
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| 3. |
- Colnerud, Gunnel, 1947-
(author)
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Teacher ethics as a research problem : synthesis achieved and new issues
- 2006
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In: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 12:3, s. 365-385
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Journal article (peer-reviewed)abstract
- Research on teacher ethics and the moral dimensions of teaching has contributed to extensive and valuable knowledge, which has sometimes led to constructive syntheses of positions. Four research problems which have been elucidated are discussed in this article: the relationship between care and justice, the conflict between the ethics of virtue and the ethics of rules, the relationship between moral education and professional ethics and what is morally significant in the teaching profession. Furthermore, an invitation to renew the discussion and formulate the next generation of research problems is made. Two issues are proposed. First, to answer the question why is it so difficult to be a morally good teacher and, second, teachers' moral responsibility for the content taught.
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| 4. |
- Nyroos, Mikaela, 1973-
(author)
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Where does time go? : teaching and time use from the perspective of teachers
- 2008
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In: Teachers and Teaching. - : Routledge Taylor & Francis. - 1354-0602 .- 1470-1278. ; 14:1, s. 17-33
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Journal article (peer-reviewed)abstract
- During the last three decades Swedish education has undergone radical decentralisation involving increased school autonomy. One aspect of this change is the gradual weakening of the state regulation of teaching time. Thus, Sweden is somewhat of an extreme in the EU. This is accentuated by a five-year experiment, where 900 compulsory schools were allowed more freedom in the allocation of school hours. Thirty teachers from three compulsory schools participating in the experiment were interviewed and team meetings observed during a two-year period. The article explores and analyses changes in time-distribution, classification and framing of the curricula and teachers' work in the three teams and their classes, and analyses teachers' experiences of the changes. A major trend towards weakened classification and framing was found. A majority of the teachers were positive to more flexible time use, teamwork and cross-disciplinary studies. However, despite the experiment a majority still felt inhibited by the national time schedule and too little time for development work. Variations between the three cases are discussed in terms of different team cultures. The school characterised by development-oriented culture had changed their work and teaching most.
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| 5. |
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