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dc.contributor.authorAlvehus, Johan
dc.contributor.authorEklund, Sanna
dc.contributor.authorKastberg, Gustaf
dc.date.accessioned2017-11-06T15:42:08Z
dc.date.available2017-11-06T15:42:08Z
dc.date.issued2017
dc.identifier.issn1651-5242
dc.identifier.urihttp://hdl.handle.net/2077/54285
dc.descriptionDetta Working Paper bygger på en studie av förstelärarreformen som finansieras gemensamt av Forte och Vetenskapsrådet. Studien löper över flera år och detta är en första delavrapportering.sv
dc.description.abstractThis article is about professions in transformation and the empirical case is the teaching profession. More specifically, it is about an attempt to strengthen the profession by introducing a new career step, first teachers (FTs). The aim of the study is to scrutinize what first teachers do and how they establish the position in the school system. Four main categories emerged that most actions could be sorted into: coordinating, policy formulating, knowledge generating and instructing. Most of the activities might be related to the collegial level. We use the term appropriation to capture the fact that the FTs both took over existing and novel tasks. The introduction of first teachers has led to a restratification process which in turn has helped strengthen the professional autonomy at a collegial level. The empirical investigation was carried out in a qualitative longitudinal study.sv
dc.format.extent17 pagessv
dc.language.isoengsv
dc.publisherSchool of Public Administration/Förvaltningshögskolansv
dc.relation.ispartofseriesSchool of Public Administration Working Paper Seriessv
dc.relation.ispartofseries32sv
dc.subjectteacherssv
dc.subjectprofessionssv
dc.subjectpublic administrationsv
dc.subjectschoolssv
dc.titleFirst teachers – stratification in Swedish schoolssv
dc.typeTextsv
dc.type.svepreportsv
dc.contributor.organizationGöteborgs universitetsv
dc.contributor.organizationUniversity of Gothenburgsv


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