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A teacher registration reform that transforms the ‘educational space’: An analysis of changing roles, relations, powers and positions
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik. (Forskningsgruppen Induction)ORCID-id: 0000-0002-5592-2964
2013 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Using the theoretical perspective of ‘educational space’, this paper analyses the Swedish teacher registration reform and it´s induction system and how it changes roles, positions, relations, powers and identities within the Swedish educational system. An educational space can be understood as a relational category in which object and actor are related to another and where changeable positions and boundaries are created (Ferrrare & Apple, 2010). In this sense, actors within an educational system – such as teachers, principals, mentors and NQTs – position themselves and are also actively positioned by others (Leander & Osborne, 2008). They are also positioned by norms, values, curricula and legislation; in this case by the teacher registration reform and the structured induction system.

sted, utgiver, år, opplag, sider
2013.
Emneord [en]
Teacher registration, educational space, positioning, teacher induction
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-12375OAI: oai:DiVA.org:hig-12375DiVA, id: diva2:539619
Konferanse
Paper presented at The American Educational Research Association (AERA) annual meeting, 27th April – 1st May, 2013, San Francisco, USA.
Prosjekter
Forskningsgruppen inductionTilgjengelig fra: 2012-07-04 Laget: 2012-07-04 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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