Programarbetslag som stöd för nyutexaminerade kärnämneslärares etablering som gymnasielärare?
2014 (Swedish)In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, 56-76 p.Article in journal (Refereed) Published
There have been many attempts to reform the Swedish education system inorder to reduce the size of the gaps between different upper secondaryschool programmes. These have included changes in teachers’ responsibilitiesand teacher education. Within an individual school, teachers of Swedish lan-‐guage, English and mathematics may teach students of both vocational andfurther study preparation programmes. However, an analysis of new teach-‐ers’ experiences and the organization of teacher teams at one school, ApelSchool, suggests that despite these reforms, some traditional preferenceshave persisted. Notably, teachers of the subjects listed above had clear hier-‐archical preferences regarding the school’s various teacher teams. Very fewteachers were keen to join teams that were involved with a vocational pro-‐gramme. This arguably put both newer teachers and vocational programmestudents into particularly vulnerable situations because the new teacherswere assigned to the less-‐preferred vocational programme teams but notprovided with adequate support from more experienced teachers. Vocationalstudents were more likely to have their teachers replaced as their old teach-‐ers advanced within the hierarchy. It is concluded that head teachers need todistribute new and experienced teachers in teacher teams more evenly eventhough experienced teachers express resistance.
Place, publisher, year, edition, pages
Malmö, 2014. no 1, 56-76 p.
teacher teams, vocational education, theoretical and practical divide, vocational education.
Research subject educational work
IdentifiersURN: urn:nbn:se:umu:diva-94512OAI: oai:DiVA.org:umu-94512DiVA: diva2:754564
FunderSwedish Research Council, VR 2006-2694