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Diversities in different educational settings: a comparative study of communicative conditions and the process of professionalisation for commissioned officers and school teachers
Högskolan i Gävle, Institutionen för pedagogik, didaktik och psykologi, Ämnesavdelningen för didaktik. (Forskargruppen induction)ORCID-id: 0000-0002-5592-2964
2007 (Engelska)Konferensbidrag, Publicerat paper (Övrig (populärvetenskap, debatt, mm))
Abstract [en]

This study is focusing on diversities of different educational settings, school and military units, and diversity of being and in the process of professionalisation becoming a Newly Qualified Teacher (NQT) and a Newly Qualified Commissioned military Officer.

The main conclusions are connected, in part, to issues of transparency in communicative conditions and, in part, to incentives connected to supervision, support and control. Incentives for supervision, support and control are strong among commissioned officers because they are directly dependent on each other’s work. The same incentives are weaker among certified teachers because they are not as dependent on each other’s work. One conclusion is that the professionalisation of commissioned officers is collective-oriented while the professionalisation of certified teachers is less so.

Ort, förlag, år, upplaga, sidor
2007. s. 13-
Identifikatorer
URN: urn:nbn:se:hig:diva-2837OAI: oai:DiVA.org:hig-2837DiVA, id: diva2:119499
Anmärkning
Paper presented at the 32th Annual Conference of the Association for Teacher Education in Europe (ATEE). 25-29 August 2007 (27 august). University of Wolverhampton, Telford Campus. Great Britain. Tillgänglig från: 2007-11-05 Skapad: 2007-11-05 Senast uppdaterad: 2018-03-13Bibliografiskt granskad

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Fransson, Göran

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