”Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation”. Om de nya grundlärarna med inriktning mot arbete i fritidshem.

Helena Ackesjö, Ulla Karin Nordänger, Per Lindqvist
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引用次数: 11

Abstract

In 2014 the first cohort of (a newly designed group of teachers) ”primary teachers with a specialization in extended school education” graduated from Swedish universities. In addition to the traditional formal qualifications as leisure pedagogues their degree also includes the competency to teach practical/aesthetical subjects in compulsory school up to year six. The newly designed teachers thus have to relate to dual professional identities and try to maintain balance between their work in the traditional socially oriented recreation centers against their teaching in a goal- and results-driven school. In this article we study a group of 40 new teachers before and after graduation, trying to get hold of how they perceive and negotiate their professional identities and how they orient themselves in the professional landscape. The results show that the graduates try to balance their own ideals and professional intentions against traditional professional identities and labor market conditions.
2014年,第一批(新设计的教师群体)“专门从事扩展学校教育的小学教师”从瑞典大学毕业。除了作为休闲教师的传统正式资格外,他们的学位还包括在义务学校教授实践/美学科目的能力,直到六年级。因此,新设计的教师必须具有双重职业身份,并试图在传统的社会导向娱乐中心的工作与目标和结果驱动的学校的教学之间保持平衡。在这篇文章中,我们研究了一组40名毕业前后的新教师,试图了解他们如何看待和协商他们的职业身份,以及他们如何在职业环境中定位自己。结果表明,毕业生在努力平衡自身理想和职业意向与传统职业认同和劳动力市场状况之间的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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