Att hantera läraryrkets komplexitet(er) – en grund för professionalitet ?

dc.creator	Anneli Frelin
dc.date	2013-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:28:30Z
dc.date.available	2015-07-20T22:28:30Z
dc.identifier	1102-6472
dc.identifier	https://doaj.org/article/afd9b6e5c55f4dae973420cd7153b96e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21981
dc.description	Few would argue the notion that teachers’ work is complex. The presentarticle seeks to disentangle and illuminate how complexity is understood within teaching, in particular how and why it is complex, and to discuss it in relation to teacher professionality. Concepts from curriculum theory and research on professionality are used to this end. Complexity in teaching can, for analytical purposes, be divided into aspects such as complexity of meaning, complexity of content, complexity of means and complexity of purposes, which teachers are left to deal with. Teacher professionality is conceived as the instantiation of teacher professionalism, which is enacted by a community of professionals. Professionalization and e-professionalization tendencies are apparent in the educational context today. In a sense, the ability to deal well with complexity can be viewed as a basis of teacher professionality. However, the context may or may not contribute to the conditions for acting professionally. Hence the question of the relation between professionality and complexity is everything but straightforward.
dc.language	Swedish
dc.language	Danish
dc.language	Norwegian
dc.language	English
dc.publisher	Örebro University
dc.relation	http://www.oru.se/Extern/Forskning/Forskningsmiljoer/HumUS/Utbildning_och_Demokrati/Tidskriften/2013/Nr%201/Att%20hantera%20l%c3%a4raryrkets%20komplexitet(er)%20-%20en%20grund%20f%c3%b6r%20professionalitet.pdf
dc.relation	https://doaj.org/toc/1102-6472
dc.source	Utbildning & Demokrati : Tidsskrift för Didaktik och Utbildningspolitik, Vol 22, Iss 1, Pp 7-27 (2013)
dc.subject	complexity
dc.subject	educational polic
dc.subject	teacher professionalism
dc.subject	teacher professionality
dc.subject	teaching
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Att hantera läraryrkets komplexitet(er) – en grund för professionalitet ?
dc.type	article