«Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom - hvordan det blir forstått og utnyttet
DOI:
https://doi.org/10.5617/adno.4794Keywords:
profesjonelt handlingsrom, videregående skole, lærereAbstract
Målet med denne studien er å undersøke hvordan lærere forstår og tolker sitt profesjonelle handlingsrom og hvordan de, basert på denne erfaringen, har opplevd å nå sine egne mål over tid. Studien, som er del av en internasjonal studie, bygger på observasjoner, intervjuer og story-lines fra seks lærere ved tre videregående skoler. Lærerne er av ledelsen utpekt til å være lærere som utnytter det handlingsrommet de har og som selv tar styring på hvordan de praktiserer lærerjobben. Funnene viser at lærerne langt på vei tolker og endrer rammer og regelverk i tråd med egne mål – også lærere innenfor samme kontekst. De fleste lærerne opplever at de utnytter og har utnyttet et større handlingsrom enn de erfarer å ha med bakgrunn i rammer og pålegg. Dette resultatet skiller seg fra de to andre landene som deltar i den internasjonale studien. Konklusjonen er at kunnskap om læreres forståelse av sitt profesjonelle handlingsrom kan bidra til refleksjon over egen lærerrolle og til ny innsikt i skoleutvikling.
Nøkkelord: profesjonelt handlingsrom, videregående skole, lærere
Teachers’ professional space – How it is experienced and utilized
Abstract
The aim of the study is to examine teachers’ understanding and interpretation of their professional space, and how they experience having possibilities to practice their pedagogical beliefs throughout their careers. The study, which is part of an international study, is built on observations, interviews and story-lines from six teachers in three Norwegian upper secondary schools. These are teachers viewed by their principals as independent teachers exploiting their professional space when practicing teaching. Findings show that to a large extent teachers interpret and change frames and rules according to their own pedagogical beliefs. Teachers working in the same schools respond differently to school regulations. Most of the teachers claim to have more space than what they perceive external rules and frameworks allow for. This finding differs from the two other participating countries in the international study, in which obedience to external regulations was strong. The conclusion reached in this paper is that additional knowledge about teachers’ perceptions of their professional space will contribute to ways in which reflection of practice and professional role can be enhanced, and thereby support school development.
Keywords: professional space, upper secondary school, teachers
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