Being transformed and transforming oneself in a time of change: A study of teacher identity in second language education for adults

Abstract

This paper takes a perspective on professional identity in times of change to explore what societal changes of significance for second language education for adults mean for the teacher's professional identity. It differs, thus, from many other studies on teacher identity, which concentrate on one educational reform. The study, which applies situated learning theory, is built on semi-structured interviews with 13 teachers in this sector. The results show that migration, marketization and streamlining, and digitalisation imply changes, which have a profound effect on the teachers. Whereas some changes mean that the teachers can develop their teaching or strengthen their position in workrelated communities, other changes restrict them. Moreover, the response of the teachers depends on their judgement about what the changes mean for their teaching and the learners. Teachers position themselves by, for example, claiming to possess the competence they see as essential to meet the learners' needs.

Adult education in Sweden in the wake of marketisation

“…Thus, from a municipal perspective, having different providers organise courses results in diverse enactments of MAE. This might seem to contradict the experiences of standardisation (W€ arvik 2013) and streamlining (Colliander 2019). The latter involves measures taken by providers, typically the large training companies, who want to standardise their own teaching, but one provider could do this in a different way than another, resulting in more or less diversity within MAE as a whole.…”

“…The findings of also indicate that principals and students mainly conform to the demands that emerge from marketisation, while teachers show resistance to these demands to a greater degree. Colliander (2019) describes how SFI teachers experienced job insecurity and stress in a system featuring outsourcing, short contracts and streamlining of courses. Carlson and Jacobsson (2019) discuss the market orientation in SFI.…”

Bildung im digitalen Wandel: Die Bedeutung für das pädagogische Personal und für die Aus- und Fortbildung

“…Es fanden sich im Korpus drei Studien mit Fragestellungen zur pädagogischen Haltung in Bezug auf die Digitalisierung in der EB/WB Burchert & Grobe, 2017;Colliander, 2019). Die Haltung der Lehrenden gegenüber digitalen Medien ist nach Meinung der Akteure in der EB/WB ausschlaggebend für die Verwendung dieser Medien in Lehr-Lern-Situationen.…”

Lehrerausbildende als Akteure für die Digitalisierung in der Lehrerbildung: Ein Review

“…Ihre Haltung zu Veränderungen durch die Digitalisierung machen Lehrende abhängig von positiv bzw. negativ erlebten Eff ekten auf Lehren und Lernen (Colliander, 2019). Lehrende schätzen, dass ihre Rolle sich zukünft ig weiter zum Technologie-Experten und Instructional Designer hin verschiebt (Roberts, 2018).…”

“…B. die dargestellten Veränderungen von Kompetenzanforderungen (Paepe et al, 2018;Loizzo et al, 2017;, der Haltung bzw. Lehrendenrolle (Colliander, 2019;Burchert & Grobe, 2017;Montebello, 2017) oder im Bereich Fortbildung (Klauser und Schlicht, 2016;Nafukho et al, "[D]evelopments in information and communication technologies (ICT) are changing the nature of work. Th is leads in turn to curriculum changes, and thus […] teachers must be prepared to change" (Colliander, 2019, S. 55 f.).…”