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A teacher registration reform that transforms the ‘educational space’ : An analysis of changing roles, relations, powers and positions
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- Fransson, Göran, 1968- (author)
- Högskolan i Gävle,Didaktik,Forskningsgruppen Induction
- (creator_code:org_t)
- 2013
- 2013
- English.
- Conference paper (peer-reviewed)
Abstract
Subject headings
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- Using the theoretical perspective of ‘educational space’, this paper analyses the Swedish teacher registration reform and it´s induction system and how it changes roles, positions, relations, powers and identities within the Swedish educational system. An educational space can be understood as a relational category in which object and actor are related to another and where changeable positions and boundaries are created (Ferrrare & Apple, 2010). In this sense, actors within an educational system – such as teachers, principals, mentors and NQTs – position themselves and are also actively positioned by others (Leander & Osborne, 2008). They are also positioned by norms, values, curricula and legislation; in this case by the teacher registration reform and the structured induction system.
Subject headings
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
Keyword
- Teacher registration
- educational space
- positioning
- teacher induction
- Education
- Pedagogik
Publication and Content Type
- ref (subject category)
- kon (subject category)
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