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Lärare av idag. Om konstitueringen av identitet och roll.

Brante, Göran LU (2008) In Malmö studies in educational sciences 43.
Abstract
This thesis comprises four articles and a summarizing text. The articles build on three sets of data regarding various aspects of the teaching profession.



One objective is to illustrate and discuss what may make teaching appear to be a complex and intensive profession, as well as what conditions are necessary to make the relationship between teachers and pupils appear to be characterized by asymmetry. A second objective is to discuss which changes to working conditions could in turn lead to changes to the apparent complications in teachers’ working conditions.



Using a systemic approach as the point of departure, different mechanisms that may contribute to the constitution of teachers’ identity and role... (More)
This thesis comprises four articles and a summarizing text. The articles build on three sets of data regarding various aspects of the teaching profession.



One objective is to illustrate and discuss what may make teaching appear to be a complex and intensive profession, as well as what conditions are necessary to make the relationship between teachers and pupils appear to be characterized by asymmetry. A second objective is to discuss which changes to working conditions could in turn lead to changes to the apparent complications in teachers’ working conditions.



Using a systemic approach as the point of departure, different mechanisms that may contribute to the constitution of teachers’ identity and role are discussed. On the one hand the systemic analysis moves from a biological point of view, via a cultural, a psychological and a societal point of view, to explain and comprehend how groups can develop asymmetrical relationships. On the other hand, curriculum changes, as well as changes in the school system over the last twenty years and the synchronous nature of teacher work, are used in discussing the complex and intensive character of teaching.



Abduction makes it possible to explain the complex and intensive character of the teaching profession, as well as the asymmetric relationship between teachers and pupils, using these mechanisms. It is also proposed that interplay exists between these two aspects. A third result is the proposal that many of these problems may be explained by the extensive reforms that have burdened teachers and schools since the end of the last century.



In conclusion, changes in teachers’ attitudes towards innovation, their approach to knowledge, the relationship with the pupils, and the teachers’ mission, are suggested as possible means of modifying the situation. (Less)
Please use this url to cite or link to this publication:
author
supervisor
opponent
  • professor Beach, Dennis, Högskolan i Borås
organization
publishing date
type
Thesis
publication status
published
subject
keywords
pedagogy, teacher work conditions, relations, work complexities
in
Malmö studies in educational sciences
volume
43
pages
224 pages
publisher
Malmö högskola
defense location
Sal 7:318, Högskolan i Kristianstad
defense date
2008-12-12 13:00
ISSN
1651-4513
ISBN
978-91-977100-5-3
language
English
LU publication?
yes
id
d1f75042-c838-498a-85a1-d1364cf95cf7 (old id 1268214)
date added to LUP
2008-11-25 08:15:59
date last changed
2016-09-19 08:44:49
@phdthesis{d1f75042-c838-498a-85a1-d1364cf95cf7,
  abstract     = {This thesis comprises four articles and a summarizing text. The articles build on three sets of data regarding various aspects of the teaching profession.<br/><br>
<br/><br>
One objective is to illustrate and discuss what may make teaching appear to be a complex and intensive profession, as well as what conditions are necessary to make the relationship between teachers and pupils appear to be characterized by asymmetry. A second objective is to discuss which changes to working conditions could in turn lead to changes to the apparent complications in teachers’ working conditions.<br/><br>
<br/><br>
Using a systemic approach as the point of departure, different mechanisms that may contribute to the constitution of teachers’ identity and role are discussed. On the one hand the systemic analysis moves from a biological point of view, via a cultural, a psychological and a societal point of view, to explain and comprehend how groups can develop asymmetrical relationships. On the other hand, curriculum changes, as well as changes in the school system over the last twenty years and the synchronous nature of teacher work, are used in discussing the complex and intensive character of teaching.<br/><br>
<br/><br>
Abduction makes it possible to explain the complex and intensive character of the teaching profession, as well as the asymmetric relationship between teachers and pupils, using these mechanisms. It is also proposed that interplay exists between these two aspects. A third result is the proposal that many of these problems may be explained by the extensive reforms that have burdened teachers and schools since the end of the last century.<br/><br>
<br/><br>
In conclusion, changes in teachers’ attitudes towards innovation, their approach to knowledge, the relationship with the pupils, and the teachers’ mission, are suggested as possible means of modifying the situation.},
  author       = {Brante, Göran},
  isbn         = {978-91-977100-5-3},
  issn         = {1651-4513},
  keyword      = {pedagogy,teacher work conditions,relations,work complexities},
  language     = {eng},
  pages        = {224},
  publisher    = {Malmö högskola},
  school       = {Lund University},
  series       = {Malmö studies in educational sciences},
  title        = {Lärare av idag. Om konstitueringen av identitet och roll.},
  volume       = {43},
  year         = {2008},
}