GUPEA >
Faculty of Education / Utbildningsvetenskapliga fakulteten >
Department of Education and Special Education / Institutionen för pedagogik och specialpedagogik (2010-) >
Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik och specialpedagogik >

Teachers' work in times of restructuring: On contextual influences for collegiality and professionality.


Please use this identifier to cite or link to this item: http://hdl.handle.net/2077/59537

Files in This Item:

File Description SizeFormat
gupea_2077_59537_1.pdfSpikblad726KbAdobe PDF
View/Open
gupea_2077_59537_2.pdf3865KbAdobe PDF
View/Open
Title: Teachers' work in times of restructuring: On contextual influences for collegiality and professionality.
Authors: Samuelsson, Katarina
E-mail: katarina.samuelsson@ped.gu.se
Issue Date: 18-Apr-2019
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education and Special Education ; Institutionen för pedagogik och specialpedagogik
Parts of work: Samuelsson, K., & Lindblad, S. (2015). School management, cultures of teaching and student outcomes: Comparing the cases of Finland and Sweden. Teaching and Teacher Education, 49(2015). 168-177.
VIEW ARTICLE


Samuelsson, K. (2018). Teacher Collegiality in Context of Institutional Logics: A Conceptual Literature Review. Professions and Professionalism, 8(3).
VIEW ARTICLE


Samuelsson, K. (submitted). Teachers, teacher teams and collegiality: Illuminating varieties of policy influences in local contexts.
Date of Defence: 2019-05-10
Disputation: kl 13.00, Pedagogen Göteborg, AK2 136
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
431
CUL- Forskarskolan i Utbildningsvetenskap
77
Keywords: teachers' work
educational restructuring
collegiality
professionality
institutional logics
Abstract: The research in this thesis is situated in the intersection of teachers’ work and contexts of education. It departs from an interest in contextual influences on teachers’ work and professionality under restructuring. It is to be understood as a criticism of a widespread focus, sometimes met in research and in policy, on teachers as individuals and a simplification of teachers’ work. It also departs from a questioning of representations: who has the right to problematize teachers’ work and on wha... more
Description of project: 212
ISBN: 978-91-7346-507-6 (pdf)
978-91-7346-506-9 (print)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/59537
Appears in Collections:Gothenburg Studies in Educational Sciences
Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik och specialpedagogik

 

 

© Göteborgs universitet 2011