Management of Professionals in School Practices

Jacobsen, Alice Juel; Buch, Anders

doi:10.7577/pp.1503

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…Even in this respect the transformation of the 'internal working life' in schools (as a result of a neoliberal influenced reforms) is in no way unique for Swedish conditions. As an examplein a research that has a lot in common with ours - Jacobsen and Buch (2016) show that professionals, teachers as well as principals, are under great pressure also in Denmark (see also Jacobsen 2014 in this journal). It is obvious that teacher have to cope with tensions in ambiguous organisational contexts as a result of reform initiatives in many countries (see for example the comparison by Houtsonen et al 2010).…”

Section: Empirical and Theoretical Frameworkmentioning

confidence: 81%

Administrating existence: teachers and principals coping with the Swedish ‘Teachers’ Salary Boost’ reform

Karlsson

Erlandson

2020

Ethnography and Education

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This article is a part of an on going ethnography project that run over six years in an Upper Secondary School in the south of Sweden. In this particular article we shed light over the implementation, enactment and reactions from the staff of one of the latest of a series of reforms that has been launched into the Swedish educational system: The Teachers' Salary Boost reform (TSB). The reform rewarded especially excellent teacherswith raise in their monthly wage with 200-300 €. 40-50% of the teachers at the school did not get any raise at all. We produced our data using ethnographical methods with focus on participant observation, formal and informal interviews. From our data we draw the conclusion that while the leadership at the school executed the reform as a question concerning administration, the teachers receive the reform as a question concerning existence. The embedded trivialisation of teachers' skilfulness remodelled the teachers professional positioning and made them questioning their professional lives and professional selves.

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Section: Empirical and Theoretical Frameworkmentioning

confidence: 81%

Administrating existence: teachers and principals coping with the Swedish ‘Teachers’ Salary Boost’ reform

Karlsson

Erlandson

2020

Ethnography and Education

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“… 2013 , Hatton et al 1999a; 1999b , Skirrow and Hatton 2007 ). This finding implies that there is trust in the professions and the professionals (Evetts 2006 ), particularly given that their ability to demonstrate ethical awareness through acting and deciding within a framework of professional accountability is commonly viewed as an important feature of human service organisations (Jacobsen and Buch 2016 , Ineland et al. 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Factors associated with positive work experience among professionals supporting people with intellectual disabilities: a comparative analysis of three welfare organisations in Sweden

Ineland

Starke

2020

International Journal of Developmental Disabilities

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Given the crucial role professionals play in maintaining the well-being of people with intellectual disabilities, their views on work satisfaction are relevant to analyse. A comparative analysis that takes into account the support provided in different welfare organisations can be of certain importance. The aim is to analyse the most common aspects of professional work satisfaction in work with people with intellectual disabilities in schools, healthcare, and social services, and to apply a comparative analysis of such experience taking into account respondents' organisational affiliations. Data were collected using a digital questionnaire. Given the aim of the study, we drew on one open-ended question: 'describe aspects of your work that are most satisfactory for you'. The analysis shows that respondents associated positive work experience with seven aspects: autonomy, competence, nature of the work, collaboration, trust and recognition, work environment, and service users. Findings indicate that discretion is an important facet of work satisfaction among respondents in all three organisations. Flexibility, autonomy in decision-making, the ability to plan and act within certain institutional and legal frameworks, and the ability to prioritise among daily work assignments are empirical examples of this.

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“…In turn, challenging the status quo and adopting new ways of thinking entail datainformed changes to practice. Previous research suggests that sustainable change does not occur within a PLC unless the participants feel empow ered as professionals, understand the aim and underpinning principles of change initiatives and explore ways of implementing new ideas and learning, integrating them into their existing practices, structures and processes (Butler et al, 2011;Jacobsen & Buch, 2016). Initiatives to develop professional knowledge require that opportunities for reflection and the exchange of ideas are created, by which colle gial conversations about teaching and learning become merged with deep collabo ration involving evidence and inquiry (Butler et al, 2011;Earl & Timperley, 2009;Samuelsson, 2018).…”

Section: Introductionmentioning

confidence: 99%

Uncovering missing links in collegial learning conversations

Fletcher

Wennergren

2021

Forskning og forandring

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This article is the result of an international collaboration between two academics who work closely with local schools as critical friends, each in their own PLC setting. This exploratory study aims to apply an analytical model in order to illustrate possibilities and clarify silences or missing links in collegial learning conversations. The analytical model is applied to analyse collegial learning conversations from two PLC settings, along with collegial conversations between the two researchers. The analysis was guided by three core considerations: What? Why? How? Two purposely selected transcripts of conversations with two separate PLCs, along with anecdotal notes from our conversations as research colleagues, provided the base for analysis. Findings generated by the application of the analytical model indicated that teachers’ PLC conversations were most explicit in relation to identifying what elements of practice to improve and how to improve teaching and learning, rather than articulating why change initiatives to develop professional knowledge were needed or on what basis they were chosen. In turn, this prompted the researchers to become more aware of ‘why’ considerations in their own work as researchers.

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Management of Professionals in School Practices

Cited by 5 publications

References 7 publications

Administrating existence: teachers and principals coping with the Swedish ‘Teachers’ Salary Boost’ reform

Administrating existence: teachers and principals coping with the Swedish ‘Teachers’ Salary Boost’ reform

Factors associated with positive work experience among professionals supporting people with intellectual disabilities: a comparative analysis of three welfare organisations in Sweden

Uncovering missing links in collegial learning conversations

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