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ERIC Number: EJ1051560
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0951-8398
Between Gate-Keeping and Support: Teachers' Perception of Their Role in Transition
Cuconato, Morena; du Bois-Reymond, Manuela; Lunabba, Harry
International Journal of Qualitative Studies in Education (QSE), v28 n3 p311-328 2015
This article discusses how teachers perceive their role in supporting and guiding students in transitions. Do teachers see themselves more as gatekeepers or as supporters? The analysis draws upon qualitative data collected in Germany, the Netherlands, Italy, and Finland. Based on the analysis of teachers' interviews, we developed three constellations of how teachers perceive their role in relation to supporting students: support focused on employability, support focused on access and opportunities, and support focused on students' well-being. We found that teachers tend to find a balance between all three constellations, but also that the education system (differentiated vs. comprehensive), patterns of collaboration with other youth professionals, and labor market conditions all influence their role.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland; Germany; Italy; Netherlands