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Teachers' reflections on students' stories about educational conditions: guidance for professional development?
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0003-1166-0998
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2012 (English)In: International Journal of Humanities and Social Science, ISSN 2220-8488, E-ISSN 2221-0989, Vol. 2, no 23, p. 28-36Article in journal (Refereed) Published
Abstract [en]

The starting point is the ongoing processes of changes within school systems and new discourses about education that arises. The present paper is an extension of a study where students were invited to write stories about their school situation. We took the results from the students study back to their teachers and invited the teachers to write reflections on their students’ stories. How are the discourses of educational conditions visible in teachers’ reflections? In total, 16 teachers reflected on four different topics. Data analysis was inspired by critical discourse analysis. Three discourses appeared; teacher focus, student focus, and frame focus. All discourses are present in almost every teacher’s reflections, which reveal dialectics in the teacher’s role. Ongoing changes in compulsory schooling require reconsiderations of the teacher’s role and professional development.

Place, publisher, year, edition, pages
2012. Vol. 2, no 23, p. 28-36
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:ltu:diva-11364Local ID: a50e1077-1eb9-4d5d-a76d-16c7105fd9fcOAI: oai:DiVA.org:ltu-11364DiVA, id: diva2:984314
Note
Validerad; 2012; 20121210 (krhe)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-01-23Bibliographically approved

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Gardelli, ÅsaHertting, Krister

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