Change search
Refine search result
1 - 2 of 2
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1. Björk, Lisa
    et al.
    Stengård, Johanna
    Stockholm University, Faculty of Social Sciences, Stress Research Institute.
    Söderberg, Mia
    Andersson, Eva
    Wastensson, Gunilla
    Beginning teachers' work satisfaction, self-efficacy and willingness to stay in the profession: a question of job demands-resources balance?2019In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278Article in journal (Refereed)
    Abstract [en]

    As many other countries around the world, Sweden is currently facing an urgent need for new teachers. Creating sound work environments that can retain beginning teachers in the profession-as well as attract new ones-is one way to address the problem. In order to accomplish this task, research must be able to reflect the complex nature of work environments. In the present study, a cluster analysis of four job demands and five job resources among 328 Swedish teachers in their first year of teaching, resulted in four typical work situations: the advantageous situation (n = 103); the balanced situation (n = 148); the threat situation (n = 34); and the pressed situation (n = 43). Clear differences were found in how teachers in these different clusters perceived their work satisfaction, self-efficacy and willingness to stay, with the teachers in the former two work situations scoring significantly higher than the latter two. The results indicate that teachers can have a very different experience of work at the start of their careers. These findings imply that work environment interventions and induction programmes to support new teachers and prevent them from leaving the profession must be well adapted to the context.

  • 2.
    Irisdotter Aldenmyr, Sara
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Dalarna University, Sweden.
    Handling challenge and becoming a teacher: An anlysis of teachers' narration about Life Competence Education2013In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 19, no 3, p. 344-357Article in journal (Refereed)
    Abstract [en]

    This article takes an interest in how teachers handle new challenges. The challenge in focus is a nonmandatory yet widespread subject in Swedish education called Livskunskap, Life Competence Education (LCE). The purposes of the present study are to identify and discuss notions of being a teacher actualized in teachers' narratives about the challenge of LCE, and to discuss how narration may help teachers to handle and reflect upon professional challenges. Seven teachers were interviewed about their experiences from teaching LCE. The analysis showed how acts of defending, exploring, presenting, or resisting LCE were performed in the teachers' narratives. LCE seems to actualize a narrative tension between two dominant aspects of teacher identity. On the one hand, there is an image of a socially committed teacher who cares about the emotional well-being of and relations to his/her students. On the other hand, there is an image of a knowledge-oriented teacher who connects with the students mainly by focusing on subject matters. Drawing upon the theoretical work, mainly by Michalinos Zembylas, I found that the teachers had opportunities to use narration as an arena for personal agency, but these opportunities were not necessarily taken in the present narratives.

1 - 2 of 2
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf