03 SES 13 A, Constructing Purposes and Legitimizing Social and Emotional Learning in Youth Education. Part 1
Teachers' professional development is widely discussed in almost all parts of the world. Among others, the European Commission underlines the opportunities for continuous professional development as the demands placed on teachers in an increasingly complex world are high (EU, 2010). This paper analyses a teachers' training course within the field of Social and Emotional Training (SET) in one local municipality in Sweden. The data arise from ethnography undertaken during five training days together with a group of teachers in professional training. The research questions are as follows: 1) What makes this particular training course legitimate in the eyes of the decision-makers in the local municipality, and how was the decision made to arrange this particular course? 2) What makes this training course legitimate in the eyes of the teachers? 3) How does the content and the methods of the course fit into the curriculum according to the teachers? The outcome of the research points to a strong position of the health and prevention actors and the downplaying of the more "traditional" educationalists. Is this a sign of a late modern liquid society (Bauman, 2000), where individuals are conforming with the help of teachers exerting therapeutic education.
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