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Career Teachers in Sloyd: Assignment, Contradictions and Dilemmas
Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).ORCID iD: 0000-0003-1528-7553
2019 (English)In: Abstract book: 2019-03-05, 2019, p. 46-46Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

To increase teachers´ professional status and attract skilful teachers´ development of career pathways has been stressed by Swedish policy (Gov. bill. 2012/2013, 136) and the OECD (2005) as well. In 2013 a new teacher position, career teacher (förstelärare), was introduced in Sweden suggested to be crucial to overcome schools´ declining result in international tests. In 2017 the career reform was expected to include 17 000 teacher services in compulsory school (Swedish National Agency for Education, 2016). Sloyd teachers as career teachers exists in schools, to what extent is unknown. Statistics on subject affiliation are missing but it´s known that teachers in f. e. mathematics or mother tongue to a greater extent have received career teacher positions at schools (ibid). The career reform also seems to challenge the horizontal organisation in schools and traditional forms of pedagogical leadership (Alvunger, 2015). The overall aim is to map relationship between policy and practice by exploring career teachers in Sloyd´s perspectives om career reform in relation to their assignments and development of teaching practice. Research questions are as follows:1 How is meaning and professional identity constructed by teachers in Sloyd in relation to their assignments as career teachers?2 What contradictions and dilemmas related to career teachers´ assignments and development work becomes visible?An activity theoretical understanding and the concept “shared objects” (Engeström, 2009) is used to get grips with meaning constructed in activities as well as contradictions and dilemmas arising when policy and practice meet in ongoing activities. Local context and discourses are central in how meaning is negotiated and what professional identity becomes possible (Sachs, 2001). Englund & Solbrekkes (2015) identified tensions (accountability versus professional responsibility) in teacher professionalism is used to deepen the understanding of career teachers positions and strivings. The study is empirically founded in qualitative interviews with seven first teachers in Sloyd in primary to secondary school. Meaning condensation is used for analysis and Hardings (1990) strong reflexivity is planned to be used to get professionals, career teachers´, reflections on preliminary results. Expected results could be related to the somewhat marginalized position in schools of “tacit” knowledge carried by handling/action, which characterizes knowledge and teaching in Sloyd. Career teachers are dependent on school leaders and their understanding of Sloyd when it comes to room to maneuver and direction of teachers´ assignments. Some school leaders prefer development work strongly connected to certain “lifts” initiated by Swedish National Agency for Education (f. e. Läslyftet), not always in line with career teachers´ strivings and could narrow the space for their own meaning making. The study is relevant to widen the understanding of how global tendencies and policy is made in local Sloyd practice, which is sparsely investigated. Study also puts light on what organisational structures that could be necessary to scaffold career teachers future work.

Place, publisher, year, edition, pages
2019. p. 46-46
National Category
Educational Sciences
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-157290OAI: oai:DiVA.org:umu-157290DiVA, id: diva2:1296134
Conference
NERA 2019 Education in a globalised world, Uppsala, Sweden, March 6-8, 2019
Available from: 2019-03-14 Created: 2019-03-14 Last updated: 2019-04-09Bibliographically approved

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https://www.nera2019.com/wp-content/uploads/sites/36/2019/03/abstract-book-nera-2019-03-06.pdf

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Westerlund, Stina

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