Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
'I have rethought every single thought on teachers' profession and work...' The postmodern professional
University of Borås, School of Education and Behavioural Science.
2011 (English)Conference paper, Published paper (Refereed)
Sustainable development
The content falls within the scope of Sustainable Development
Abstract [en]

This paper uses ethnographic research, based on longterm participant observation and interviews plus ten deep interviews with highly experienced teachers in Swedish compulsory secondary schools, to examine how teachers relate to teaching and learning in a school in transition. The studied teachers expressed that they felt they were being forced to be ‘creative and flexible’. New ways of describing their work emerged. They spoke of being entrepreneurs and of an efficiency and productivity that forced them to ‘sell themselves’ through time exploitation by a number of superimposed tasks to be performed under time pressure. An individualization of the collective emerged as a strong factor. The concept of entrepreneurial blurs the line between employee and private entrepreneurs. Teachers work, had according to studied teachers, changed in a variety of areas including much more numerous and complex tasks. Even though that was the dominant feature, also strong examples of resistance were identified. Teachers met up to expectations, but were also in accommodating to requirements becoming subject to a heavy workload. One example of resistance was how the need for documentation and action plans was met by refused collaboration with colleagues and refusals to go on staff appraisals.

Place, publisher, year, edition, pages
2011.
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-6770Local ID: 2320/10555OAI: oai:DiVA.org:hb-6770DiVA: diva2:887472
Conference
Paper presented at the ECER conference, Berlin
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2016-11-18Bibliographically approved

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Dovemark, Marianne
By organisation
School of Education and Behavioural Science
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

Total: 33 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf