Differentiation as a Consequence of Choice and Decentralization Reforms—Conditions for Teachers’ Competence Development

Parding, Karolina; Berg-Jansson, Anna; Sehlstedt, Therese; McGrath‐Champ, Susan; Fitzgerald, Scott

doi:10.7577/pp.1855

Cited by 10 publications

(6 citation statements)

References 20 publications

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“…We base our case on a Swedish example, thus situating the empirical elements of this paper in a country which since the 1990s has undergone a distinct marketisation and decentralisation of its school system. This includes a differentiated teacher labour market that is now dependent on the local conditions of individual schools and municipalities and devolved responsibility for teachers' professional development (Parding et al, 2017). This has opened up a diverse provision of professional development, as well as encouraging teachers to seek out informal and non-regulated means of sharing resources and experiences with other teachers.…”

Section: Introductionmentioning

confidence: 99%

Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups

Rensfeldt

Hillman

Selwyn

2018

British Educational Res J

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Social media are now an important aspect of the professional lives of school teachers. This paper explores the growing use of mass ‘teacher groups’ and ‘teacher communities’ on social media platforms such as Facebook. While these online communities are often welcomed as a means of professional learning and support, the paper considers the extent to which Facebook groups also expose teachers to some of the less beneficial aspects of social media, such as various forms of ‘digital labour’, commercialisation of exchanges and predominance of individualised reputation‐driven behaviours. Drawing on a detailed examination of a Swedish teacher Facebook group of over 13,000 members, the paper first addresses aspects of the online community that could be seen as professionally beneficial and/or valuable—particularly in terms of information exchange and social support. Yet while perceived by participants as a relatively beneficial and uncontroversial aspect of their working lives, the research also points to characteristics of the Facebook group that constituted disadvantaging, exploitative and/or disempowering forms of technological engagement. In these terms, the paper highlights tensions between what appears to ‘work’ for individual teachers in the short term and likely longer‐term implications that these practices might have for diminished professionalism and expertise of teachers.

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Section: Introductionmentioning

confidence: 99%

Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups

Rensfeldt

Hillman

Selwyn

2018

British Educational Res J

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“…Fukuyama (1995) notes that the inevitable alternative to an absence of trust is the creation of legalistic frameworks that involve transaction costs and this in turn generates further economic costs. For teachers, the consequences of operating in a low trust environment are significant and can be seen to be manifest in the high levels of teacher stress and dissatisfaction that have been reported (National Union of Teachers/Lärarnas Riksförbund (NUT), 2011; Parding et al, 2017). There are even greater risks to students from being in schools that are devoid of trust.…”

Section: Resultsmentioning

confidence: 99%

Social capital and trust for inclusion in school and society

Allan

Persson

2018

Education, Citizenship and Social

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This article reports on the outcomes for students who experienced a strongly inclusive learning environment as a means for all to succeed. This Swedish lower secondary school dramatically improved its results, and the article reports the outcomes from the students’ perspectives. Social capital, with its emphasis on relationships, was used to structure interviews with students who had since moved on to high schools across Sweden and was also used to analyse the interview data. Two elements of social capital that appeared to be strongly associated with the students’ success – trust and confidence – are discussed in depth. The article concludes with a consideration of the significance of the role of schools in cultivating trust and the risks associated with schools ignoring this obligation.

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“…However, these three transitions can take different shapes depending on context, such as regional or even local workplace levels. Based on this line of argument, we argue that it is important to take specific contexts into consideration when examining conditions for professionals' learning (Parding et al, 2017a;Parding et al, 2017b). We can understand why the line of arguments brought forward in the education and the workplace learning fields are not always what we see in practice assisted by the sociology of professions.…”

Section: Previous Research and Theoretical Frameworkmentioning

confidence: 98%

Section: Previous Research and Theoretical Frameworkmentioning

confidence: 99%

Conditions for workplace learning in professional work

Parding

Berg-Jansson

2018

JWL

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Purpose This paper aims to examine and discuss learning conditions for teachers, in the context of choice and decentralisation reforms. Design/methodology/approach This article is based on analyses of 30 interviews with Swedish upper secondary teachers focusing on their experiences of their conditions for learning. Findings This paper shows how teachers at upper secondary level identify their subjects as the most important to learn more within. Secondly, we also show that spatial and temporal aspects of organisation of work seem to influence the conditions for subject learning, where the interviewees in many ways contrast their own view to how they describe their work being organised. Research limitations/implications Our findings may have currency for other professional groups with similar governance-contexts, and teachers in other similar governance-contexts. Practical implications These findings indicate the need to further develop workplace learning strategies founded upon the understanding of schools as workplaces, taking occupational values into account. Furthermore, these strategies should be seen as a core Human Resource Management issue, as they can potentially enhance the work environment, thus increasing the profession’s attractiveness. Originality/value We show that spatial and temporal aspects of organisation of work seem to influence the conditions for the sought after subject learning, and that the teachers and the school management seem to identify with different and clashing ideals in terms of what, when, how and with whom to learn.

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Differentiation as a Consequence of Choice and Decentralization Reforms—Conditions for Teachers’ Competence Development

Cited by 10 publications

References 20 publications

Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups

Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups

Social capital and trust for inclusion in school and society

Conditions for workplace learning in professional work

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