01 SES 05 B, Professionalism in Practice
The research Teachers’ professional identity, knowledge and practice, which this presentation is based upon, addresses oral and written expressions about student learning and school diversity made by teachers and special educators. I am examining how teachers and special educators apprehend their mission and their management of student learning in secondary schools. The aim is to ascertain how they construct meaning and develop professional identity and preparedness, when students need extra support and assistance with their learning and education. In this presentation I will especially focus on teacher documentation practice when students need extra support.
Inclusion as an organizing principle is supposed to be provided for all students belonging to the learning community. Research however, shows an increasing amount of students in compulsory schooling excluded from the conventional learning environment in Norway ( Dobson, Eggen & Smith, 2009).
Teachers’ professional ambitions are construed according to expectations derived from the current education policy regime. In recent years the globalization of education has underlined comparisons as a central element, and student learning assessments have been given stronger recognition. The Norwegian educational system today is, like in many other countries, going through profound changes as a result of new political strategies to control, evaluate and indorse the new national educational system.
The official mandate for teachers’ responsibility to deliver competitive student results is in many countries extensive. At the same time there is a clear focus on developing the role of teachers as “educational caretakers” (Berg & Collin-Hansen, 2012) when students need extra support. The control regime has been elaborated to confirm teachers work to be effective in both those matters.
I have chosen a theoretical point of departure in Bakhtin’s (1981) theory, claiming that teacher utterances must be understood in the context of past and future discourses. They can be considered as part of already on-going dialogues. The analyses of file documents may show how expressions in different discourses of education, both political and public, are formulated and related to both institutional and professional environments and traits. By using a dialogical analysis I identify both academic and institutional functions structuring teacher practice.
Bakhtin, M.M. (1981). The dialogic imagination. Austin: University of Texas Press Berg, K. & Collin-Hansen, R. (2012). Opplæringsomsorg [Educational care]. Oslo: Gyldendal akademisk Dobson, S., Eggen, A. & Smith, K. (2009). Vurdering, prinsipper og praksis [Assessment, principles and practice]. Oslo: Gyldendal akademisk Fairclough, N. (2008). Kritisk diskursanalyse. ([Critical discourse analysis]. København: Hans Reitzels Forlag
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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