Browsing Doktorgradsavhandlinger (HSL-fak) by Author "Waale, May-Britt"

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Browsing Doktorgradsavhandlinger (HSL-fak) by Author "Waale, May-Britt"

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Roller, identitet og undervisningspraksis i den videregående skolen : en kvalitativ studie

Waale, May-Britt (Doctoral thesis; Doktorgradsavhandling, 06-Jun-2008)

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Abstract:

The teaching staff of a sixth-form college consists of specialists with many different academic and occupational backgrounds – which form the basis of their teaching. May-Britt Waale’s dissertation is rooted in this fact and focuses on three main themes: Which forms of teaching are found in the classrooms of teachers from four different occupational groups within the Department of Health and Social Sciences of the sixth-form college. What teaching roles can be found amongst these teachers? What characteristics can be found in the constructs of the teachers’ occupational identity? The study is based on classroom research and on collecting stories relating to the careers of a group of general teachers, nursery teachers, nurses and care workers for the mentally-handicapped. The study operates within a framework of symbolic interactionism, with Bernstein’s code theory and Weber’s concept of rationality occupying a core position alongside a socio-cultural approach to interaction and learning. Analysis of the empirical material reveals that various traditional forms of teaching appear still to be widespread and influenced by purpose rationality and actions determined by tradition. However, alternative teaching forms and flexibility of teaching role frequently occur. Within two of the professional groups a distinctive working rationale is apparent, rooted in the underlying profession. This has resulted in a teaching style termed “practice work”: learning in simulated and contextual practice, based on play and work. The concept of providing care is seen to sit deep within several of the teachers, producing various forms of care rationality. Furthermore, within the material six different teacher roles can be identified, between which the teachers move. Of these, “pilot” and “companion” represent the extremes. The “pilot” steers the pupils through familiar and traditional types of teaching, whilst the “companion” participates alongside the pupil in their work. Four different directions become clear in terms of constructs of professional identity: “Dynamic and cemented rooting”, “stigmatisation and lost dignity”, reinforced status and boosted pride” and what in the dissertation is termed “coordination” of the underlying profession, and teaching.

URI:

http://hdl.handle.net/10037/1571