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McGrath-Champ, S., Meghan, S., Wilson, R., Fitzgerald, S., Rainnie, A. & Parding, K. (2019). Principals’ support for teachers’ working conditions in devolved school setting: Insights from two Australian States. Educational Management Administration & Leadership, 47(4), 590-605
Open this publication in new window or tab >>Principals’ support for teachers’ working conditions in devolved school setting: Insights from two Australian States
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2019 (English)In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440, Vol. 47, no 4, p. 590-605Article in journal (Refereed) Published
Abstract [en]

Shifts in schooling policy have had substantial impact upon the role of principals as well as the relationship that principals have with their teaching staff. In this paper we report on the initiatives 30 principals in a diverse range of devolved Australian government schools adopt to shape and support the local, school-level working conditions of teachers. Surprisingly, principals were commonly unable to articulate – or even respond to – this matter. More commonly principals reported being oriented to lifting capability through a focus on student outcomes, a focus that is consistent with much of the devolution and autonomy rhetoric. Of those who could respond regarding working conditions, dispositions of paternalistic ‘care’, basic distributive actions or even a lack of influence or control were reported, and clear spatial and social dimensions accompanied these patterns. Given that devolution has recently created new responsibilities for principals in Australian government schools, including in relation to staff, this finding is understandable but none the less holds substantial implications and raises questions about the managerial capacity needed for schools to be sustainable, positive workplaces.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Principals, devolution, autonomy, work, working conditions
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Human Work Sciences
Identifiers
urn:nbn:se:ltu:diva-68212 (URN)10.1177/1741143217745879 (DOI)000473496100007 ()2-s2.0-85059302850 (Scopus ID)
Note

Validerad;2019;Nivå 2;2019-07-10 (johcin)

Available from: 2018-04-06 Created: 2018-04-06 Last updated: 2019-08-15Bibliographically approved
Fitzgerald, S., Stacey, M., McGrath-Champ, S., Parding, K. & Rainnie, A. (2018). Devolution, market dynamics and the Independent Public School initiative in Western Australia: 'winning back' what has been lost?. Journal of education policy, 33(5), 662-681
Open this publication in new window or tab >>Devolution, market dynamics and the Independent Public School initiative in Western Australia: 'winning back' what has been lost?
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2018 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 33, no 5, p. 662-681Article in journal (Refereed) Published
Abstract [en]

The devolution of public sector schooling systems has been a feature of education reform since the 1980s. In Western Australia, the Independent Public School (IPS) initiative has recently been installed, announced by the state government in 2009. Now over 80% of the state’s public school students attend IP schools. Drawing on interview data from a broader study of devolution and the conditions of teachers’ work, this article explores the cases of two schools – one IPS and one non-IPS. While both schools were ostensibly disadvantaged, they proved to be highly contrasting schooling sites, responding to the school marketplace in markedly different ways. We consider the ways in which the IPS initiative is contributing to the operation of market dynamics within the public school sector in WA, and argue that it has created new mechanisms for the residualisation of particular, and specifically non-IP, schools. Furthermore, while one school was apparently more of a ‘winner’ within the school marketplace, as it was attracting increasing student enrolments, we query what it might actually mean to ‘win’ in such a policy settlement, with staff at both schools reporting significant dissatisfaction in their work.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Human Work Sciences
Identifiers
urn:nbn:se:ltu:diva-67044 (URN)10.1080/02680939.2017.1412502 (DOI)000431575500006 ()2-s2.0-85038118936 (Scopus ID)
Note

Validerad;2018;Nivå 2;2018-05-15 (rokbeg)

Available from: 2017-12-18 Created: 2017-12-18 Last updated: 2018-05-24Bibliographically approved
Bejerot, E., Hasselbladh, H., Forsberg, T., Parding, K., Sehlstedt, T. & Westerlund, J. (2018). Förberedd för läraryrket? Lärare under 40 år av reformer. Arbetsmarknad & Arbetsliv, 24(1-2), 7-26
Open this publication in new window or tab >>Förberedd för läraryrket? Lärare under 40 år av reformer
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2018 (Swedish)In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 24, no 1-2, p. 7-26Article in journal (Refereed) Published
Abstract [sv]

Studien belyser hur gymnasielärare retrospektivt uppfattar att de förberetts för sitt yrke under lärarutbildningen. Enkätsvar från 1554 gymnasielärare kategoriserades efter den tidsperiod då de examinerades. Frågan om hur väl förberedda de nyexaminerade lärarna var för sitt yrke kopplas till de nationella reformer som styrde lärarutbildningen under den period som läraren studerade. Medan utbildningen i praktisk yrkeskunskap uppfattas ha försämrats över tid, har andra områden förbättrats. Lärosäte hade inte något samband med respondenternas svarsmönster. Slutsatsen är att utbildningsreformerna har samband med förändringar i utbildningens måluppfyllelse, att förbereda lärarstudenter för sitt yrke, samt att utbildningens anpassning till yrkets krav försämrats över tid.

Place, publisher, year, edition, pages
Karlstads universitet, 2018
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Human Work Sciences
Identifiers
urn:nbn:se:ltu:diva-71654 (URN)
Note

Validerad;2018;Nivå 1;2018-11-19 (johcin) 

Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-19Bibliographically approved
Bejerot, E., Lampi, L., Forsberg, T., Ahtiainen, R., Björk, L., Hotulainen, R., . . . Wastensson, G. (2018). Nyexaminerade om lärarutbildningen i Sverige och i Finland. Arbetsmarknad & Arbetsliv, 24(3-4), 66-84
Open this publication in new window or tab >>Nyexaminerade om lärarutbildningen i Sverige och i Finland
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2018 (Swedish)In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 24, no 3-4, p. 66-84Article in journal (Refereed) Published
Abstract [sv]

En professionsutbildning utmärks av en spänning mellan teoretisk kunskap och praktisk yrkeskunskap. Vi vet dock inte mycket om hur en professionsutbildning bäst utformas för att förbereda studenter inför yrket. Utifrån tre enkäter, två i Sverige och en i Finland, analyseras nyexaminerade lärares uppfattning om hur förberedda de var för sitt arbete efter lärarutbildningen. Området metodik och praktik hade tydligast samband med känslan av att vara väl förberedd. I flera områden var de finska respondenterna mer kritiska än de svenska. De många positiva omdömena om den finska lärarutbildningen gjorde att vi förväntat oss ett mer positivt resultat i den finska studien.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2018
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Human Work Sciences
Identifiers
urn:nbn:se:ltu:diva-73462 (URN)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2014-1752Forte, Swedish Research Council for Health, Working Life and Welfare, 2013-0177Forte, Swedish Research Council for Health, Working Life and Welfare, 2013-1517Riksbankens Jubileumsfond, SGO14-1205:1
Note

Validerad;2019;Nivå 1;2019-04-05 (marisr)

Available from: 2019-04-05 Created: 2019-04-05 Last updated: 2019-04-05Bibliographically approved
Parding, K., Jansson, A. B., Sehlstedt, T., McGrath-Champ, S. & Fitzgerald, S. (2017). Differentiation as a Consequence of Choice and Decentralization Reforms: Conditions for Teachers' Competence Development. Professions & Professionalism, 7(2), Article ID e1855.
Open this publication in new window or tab >>Differentiation as a Consequence of Choice and Decentralization Reforms: Conditions for Teachers' Competence Development
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2017 (English)In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 7, no 2, article id e1855Article in journal (Refereed) Published
Abstract [en]

This paper examines the conditions for teacher competence development as they relate to the current restructured governance of the education sector in Sweden. In reviewing the literature, contextual factors in the workplace are often pointed out as central to conditions for competence development. However, we argue that a sector-level approach is useful in examining and explaining competence development conditions, especially in times of governance change. We describe how a workplace’s geographical location and budgetary situation, along with its size and age, relate to how teachers experience their working conditions. The findings indicate that the organization of work at a local workplace level impacts the conditions for competence development. Moreover, various regional and local characteristics seem to affect the conditions for competence development in that the organization and governance of the education sector create different conditions for competence development

Place, publisher, year, edition, pages
Oslo and Akershus University College of Applied Sciences, 2017
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Industrial Work Environment
Identifiers
urn:nbn:se:ltu:diva-64481 (URN)10.7577/pp.1855 (DOI)2-s2.0-85021150773 (Scopus ID)
Note

Validerad;2017;Nivå 1;2017-06-26 (andbra)

Available from: 2017-06-26 Created: 2017-06-26 Last updated: 2018-05-17Bibliographically approved
Parding, K. & Liljegren, A. (2017). Individual Development Plans as Governance Tools: Changed Governance of Teachers’ Work (ed.). Scandinavian Journal of Educational Research, 61(6), 689-700
Open this publication in new window or tab >>Individual Development Plans as Governance Tools: Changed Governance of Teachers’ Work
2017 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 6, p. 689-700Article in journal (Refereed) Published
Abstract [en]

Auditing, accountability, and transparency are concepts that greatly impact the working conditions of today’s public sector professionals, including teachers. Documentation requirements have been on the increase for some time, which can be seen in the education sector’s Individual Development Plans (IDPs), for example. These IDPs are pedagogical tools, but can also be seen as governance tools, which is how we will treat them here. In this conceptual paper, we argue that to improve knowledge of education policy changes, there is a need to consider the changed documentation requirements from the perspective of sociology of professions. To this end, we use Evetts’ occupational and organisational logics and Abbott’s three aspects of professional work.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Industrial Work Environment
Identifiers
urn:nbn:se:ltu:diva-15439 (URN)10.1080/00313831.2016.1188144 (DOI)000410819000004 ()2-s2.0-84973163801 (Scopus ID)ef22dfc6-9e52-4f9c-b94b-4b945cb21a5e (Local ID)ef22dfc6-9e52-4f9c-b94b-4b945cb21a5e (Archive number)ef22dfc6-9e52-4f9c-b94b-4b945cb21a5e (OAI)
Note

Validerad;2017;Nivå 2;2017-09-12 (andbra)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Parding, K., McGrath-Champ, S. & Stacey, M. (2017). Teachers, school choice and competition: lock-in effects within and between sectors. Policy Futures in Education, 15(1), 113-128
Open this publication in new window or tab >>Teachers, school choice and competition: lock-in effects within and between sectors
2017 (English)In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 15, no 1, p. 113-128Article in journal (Refereed) Published
Abstract [en]

Neoliberal forces since the latter part of the 20th century have ushered in greater devolution in state schooling systems, producing uneven effects on the working conditions of teachers, commonly the largest segment of the public sector workforce. Within this context, this paper examines secondary teachers’ working conditions as they relate to the restructuring of the professional landscape that school choice reforms bring. Drawing illustrations from a qualitative study of teachers’ working experiences in the lowest socio-economic status schools, through the ‘middle band’, to the most prestigious and affluent in a metropolitan city in Australia, this paper finds that teachers develop skill-sets that are context specific, creating possible ‘lock-in effects’ within but also between sectors. Moreover, various work arrangement issues seem to reinforce the lock-in effects by making changes between sectors risky and unattractive. We postulate that inter- and intra-sectoral differences, which are exacerbated through school choice processes, have the potential to reinforce and deepen the lock-in effects on teachers, with possible consequences for their future career mobility.

Place, publisher, year, edition, pages
Sage Publications, 2017
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Industrial Work Environment
Identifiers
urn:nbn:se:ltu:diva-62116 (URN)10.1177/1478210316688355 (DOI)000399687800008 ()2-s2.0-85018730527 (Scopus ID)
Note

Validerad; 2017; Nivå 2; 2017-04-26 (rokbeg) 

Available from: 2017-02-22 Created: 2017-02-22 Last updated: 2018-11-15Bibliographically approved
Parding, K. & Jansson, A. (2016). Teachers’ Working Conditions amid Swedish School Choice Reform: Avenues for Further Research (ed.). Paper presented at . Professions & Professionalism, 6(1)
Open this publication in new window or tab >>Teachers’ Working Conditions amid Swedish School Choice Reform: Avenues for Further Research
2016 (English)In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 6, no 1Article in journal (Refereed) Published
Abstract [en]

Since the 1990s, governance changes, including customer choice agen-das, have permeated the public sector and, consequently, welfare sector profession-als’ work. One example is the education sector. The aim of this paper is to identify and discuss avenues for further research when it comes to teachers’ working condi-tions in the light of current choice agendas. This is accomplished by presenting an overview of previous studies on implications of the reforms for teachers’ working conditions. How are these conditions described in relation to the current school choice agenda in Sweden? What directions should be applied to increase knowledge of these conditions? We conclude by identifying some avenues for further research: the issues of organization of work, temporal and spatial dimensions of working con-ditions, and finally comparative studies of various forms, are suggested as warrant-ing further investigation to highlight the diversified labor market in which teachers find themselves today.

National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Industrial Work Environment; Human Work Science
Identifiers
urn:nbn:se:ltu:diva-12005 (URN)10.7577/pp.1416 (DOI)2-s2.0-84964917907 (Scopus ID)b102fba9-11c3-4a4a-8dd2-656d70fa2638 (Local ID)b102fba9-11c3-4a4a-8dd2-656d70fa2638 (Archive number)b102fba9-11c3-4a4a-8dd2-656d70fa2638 (OAI)
Note
Validerad; 2016; Nivå 1; 20160408 (andbra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Parding, K. (2013). The need for learning arenas: non-indigenous teachers working in indigenous school contexts (ed.). Paper presented at . Education, Citizenship and Social Justice, 8(3), 242-253
Open this publication in new window or tab >>The need for learning arenas: non-indigenous teachers working in indigenous school contexts
2013 (English)In: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987, Vol. 8, no 3, p. 242-253Article in journal (Refereed) Published
Abstract [en]

Work contexts shape conditions for work. Teachers working in Indigenous school contexts face conditions different from teachers working in mainstream schools. Challenging working conditions for these teachers result in high teacher turnover, making it even more difficult for already disadvantaged students to progress. From a social justice perspective, this disruption in learning requires looking at the working conditions for teachers in Indigenous school contexts. Using interviews, this article examines how non-Indigenous teachers working in Indigenous school contexts in Australia experience their working conditions. The interviews reveal ‘learning gaps’ that seem to be associated with their lack of opportunities to develop context-specific professional knowledge.

National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Industrial Work Environment
Identifiers
urn:nbn:se:ltu:diva-3134 (URN)10.1177/1746197913475763 (DOI)2-s2.0-84886389489 (Scopus ID)0ea6770f-18bb-4c73-ad2a-bf833550bab5 (Local ID)0ea6770f-18bb-4c73-ad2a-bf833550bab5 (Archive number)0ea6770f-18bb-4c73-ad2a-bf833550bab5 (OAI)
Note
Validerad; 2013; 20120815 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Parding, K. & Brown, J. (2012). Being who I am all days of the week: Indigenous teachers and Indigenous Education – Sami teachers in north Sweden (ed.). In: (Ed.), R G Craven; J Mooney; G Bodkin-Andrews (Ed.), Indigenous Peoples: Education and Equity (pp. 253-265). Paper presented at . Charlotte, NC: Information Age Publishing, incorporated
Open this publication in new window or tab >>Being who I am all days of the week: Indigenous teachers and Indigenous Education – Sami teachers in north Sweden
2012 (English)In: Indigenous Peoples: Education and Equity, Charlotte, NC: Information Age Publishing, incorporated , 2012, p. 253-265Chapter in book (Other academic)
Place, publisher, year, edition, pages
Charlotte, NC: Information Age Publishing, incorporated, 2012
Series
International advances in education: global initiatives for equity and social justice
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Industrial Work Environment
Identifiers
urn:nbn:se:ltu:diva-20436 (URN)4f1458b0-9d81-4754-9b15-9396c8786e0f (Local ID)978-1-61735-963-7 (ISBN)4f1458b0-9d81-4754-9b15-9396c8786e0f (Archive number)4f1458b0-9d81-4754-9b15-9396c8786e0f (OAI)
Note
Godkänd; 2012; 20120815 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9075-7979

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