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Who needs to learn? What needs to develop? Different ways of seeing the role of an advanced teacher
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Avdelningen för rektorsutbildning.ORCID-id: 000-0002-4897-6657
2015 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

In today’s schools, the teachers’ work and professional knowledge are increasingly challenged and questioned, and politicians tend to seek quick solutions to the schools’ so-called crisis. One such solution was the implementation of a career position reform for advanced teachers in 2013. The reform was introduced to offer support to individual teachers and their careers as well as contribute to school development. To what extent this is achievable depends on many different factors; 29 including the conditions created for and by the teachers selected for this position, which, among others factors, is dependent on how the reform is interpreted by various actors. The aim of this presentation is to explore the ways in which the role of an advanced teacher is seen in relation to school development, by teachers selected for the position. Qualitative research methods were used to construct and analyze the data. Results suggest that variation in ways of seeing the advanced teachers’ role in relation to school development can be described by the use of four categories; Role model, Educator, Developer and Learning leader. The presentation is to be considered work in progress. The study is part of a project designed at examining how the teacher profession is ‘done’ regarding the reform of career.

sted, utgiver, år, opplag, sider
2015.
HSV kategori
Identifikatorer
URN: urn:nbn:se:uu:diva-398905OAI: oai:DiVA.org:uu-398905DiVA, id: diva2:1377285
Konferanse
Nationell konferens i pedagogiskt arbete, 13-14 August, 2015, Karlstad, Sweden
Tilgjengelig fra: 2019-12-11 Laget: 2019-12-11 Sist oppdatert: 2020-01-29bibliografisk kontrollert

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