NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ820103
Record Type: Journal
Publication Date: 2008-Dec
Pages: 18
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0031-3831
Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers
Andersson, Ingrid; Andersson, Sven B.
Scandinavian Journal of Educational Research, v52 n6 p643-660 Dec 2008
The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in-depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the lens of sociocultural theory to analyse qualitatively what we can learn from newcomers' talk about their experiences and whether theories provided during their teacher education helped them to meet challenges in their new workplaces. Theoretically, notions of participation in social practices in terms of social space are in focus. In the findings, such space is identified as social adjustment, social distance, social inclusion and social expansion. Drawing on these concepts, we suggest that professional development depends strongly on the way new teachers' boundary crossing is supported by collaboration and to what extent they belong to professional dialogues in settings with inclusive and expansive relationships. (Contains 1 table and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden