Skolekultur, lærerstart og fodfæste
DOI:
https://doi.org/10.7146/lup.v4i1.117988Nøgleord:
Nyuddannede lærere, skolekultur, lærerstartsordning, professionel udvikling, self-effi cacyResumé
Artiklen undersøger hvilke forståelser af begrebet skolekultur, der har betydning
for nye lærers professionelle, personlige og sociale udvikling i starten af deres karriere,
der kan identifi ceres i empirisk forskning i perioden (2010-16)? Der fremanalyseres
4 centrale temaer: samarbejde, mestre kontra performe, stemning og karriere.
Alle studier anbefaler horisontale, sociale relationer og professionel frihed, når nye
lærere samarbejde og at samarbejdet skal handle om selvformulerede åbne spørgsmål
relateret til udfordringer i praksis. Et studie peger på at nye læreres self-effi -
cacy og depressionsfølelse er stærkt knytt et til skolekulturens målorientering og
at samarbejde eller mentoring af nye lærere med lav self-effi cacy i en skole med
lav mestringsorientering eller høj performanceorientering kan føre til endnu lavere
self-effi cacy eller sågar depression, hvorfor mentoring ikke altid kan siges at være
positiv. To studier peger på vigtigheden af skolekulturens imødekomne og venlige
stemning for at den nye lærer kan udvikle sig professionelt. Organisatorisk kaos og
manglende procedurer kan påvirke skolekulturen negativt og betyde manglende
professionel udvikling, og dermed også den nye læreres mulighed for fodfæste.
Et studie peger på vigtigheden af, at skolekulturen giver plads til at forholde sig
til sin karriere. Allerede fra første dag, er optaget af deres karriere og fremtidig
arbejdsliv, særlig på tre områder: Undervisning – blive en god lærer (horisontal),Ledelse
– opad i hierarkiet (vertikalt),Work-life balancen .
Referencer
Bandura, A. (1997). Self-effi cacy : the exercise of control. New York: Freeman.
Bauml, M. (2014). Collaborative Lesson Planning as Professional Development for Beginning
Primary Teachers. The New Educator, 10(3), 182–200. htt ps://doi.org/10.1080/15476
88X.2014.925741
Britt on, E., Paine, L., & Pimm, D. (2003). Comprehensive Teacher Induction. Systems for Early
Career Learning. Boston: Kluwer Academic Publishers.
Bullough, R. (2008). Counter narratives: Studies of teacher education and becoming and being a
teacher. Albany: New York State University Press.
Caspersen, J., & Raaen, F. D. (2014). Novice teachers and how they cope. Teachers and
Teaching, 20(2), 189–211. htt ps://doi.org/10.1080/13540602.2013.848570
Clandinin, D. J. (2004). Narrative and story in teacher education. I: Munby, H. (red.), Teacher
and teaching. From classroom to refl ection (2. udg.). London: Routledge. htt ps://doi.
org/10.4324/9780203646946-14
Coldwell, M. (2016). Career orientations and career cultures: individual and organisational
approaches to beginning teachers’ careers. Teachers and Teaching: Theory and Practice,
22(5), 610–624. htt ps://doi.org/10.1080/13540602.2016.1158468
Craig, C. J. (2013). Coming to know in the “eye of the storm”: A beginning teacher’s introduction
to diff erent versions of teacher community. Teaching and Teacher Education, 29(1),
25–38. htt ps://doi.org/10.1016/j.tate.2012.08.003
Darling-Hammond, L., & Lieberman, A. (red.). (2012). Teacher Education around the World:
Changing Policies and Practices. Routledge, Taylor & Francis Group.
Devos, C., Dupriez, V., & Paquay, L. (2012). Does the social working environment predict
beginning teachers’ self-effi cacy and feelings of depression? Teaching and Teacher Education,
28(2), 206–217. htt ps://doi.org/10.1016/j.tate.2011.09.008
Dillard, H. (2012). The Eff ects of Professional Learning Communities on the Effi cacy Level of
Novice Teachers: A Mixed Methods Study. ETD Collection for Tennessee State University.
ProQuest LLC. Lokaliseret htt p://search.ebscohost.com/login.aspx?direct=true&db=eric&
AN=ED548960&site=ehost-live
European Commission. (2010). Developing coherent and system-wide induction programmes for
beginning teachers – a handbook for policy makers. Bussel: European Commission. Retrieved
from htt p://ec.europa.eu/education/policy/school/doc/handbook0410_en.pdf
DuFour, R. (2004). What is a “professional learning community”? Educational Leadership,
61(8), 6–11.
Frederiksen, L. A. L. (2007). Vitalisering og lærerarbejde. Roskilde: Samfundslitt eratur.
Frederiksen, L. A. L., Krøjgaard, F., & Paaske, K. A. (2017). Lærerstart og fodfæste i et livslangt
karriereforløb. UC Viden, Danske Professionshøjskoler. Forskningsprojekt.
Greenfi eld, B. (2015). How can teacher resilience be protected and promoted? Educational &
Child Psychology, 32(4), 52–68.
Grimen, H. & Molander, A. (2008). Profesjon og skjønn. I: Molander, A., & Terum, L. I.
(red.), Profesjonsstudier (s. 179–197). Oslo: Universitetsforlaget.
Guarino, C. M., Santibañez, L., Daley, G. A., & Santibafi ez, L. (2006). Teacher Recruitment
and Retention: A Review of the Recent Empirical Literature. Review of Educational
Research, 76(2), 173–208. Lokaliseret htt p://www.jstor.org/stable/3700588
Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers:
What we know and what we don’t. Teaching and Teacher Education, 25(9), 207–216.
htt ps://doi.org/10.1016/j.tate.2008.09.001
Honneth, A. (1992). Kamp om anerkendelse. København: Hans Reitz els Forlag.
Honneth, A., & Willig, R. (2003). Behovet for anerkendelse: en tekstsamling. København: Hans
Reitz els Forlag.
Ingersoll, R. M., & Strong, M. (2011). The Impact of Induction and Mentoring Programs for
Beginning Teachers: A Critical Review of the Research. Review of Educational Research,
81(2), 201–233. htt ps://doi.org/10.3102/0034654311403323
Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a “sense of success”: New teachers explain
their career decisions. American Educational Research Journal, 40(3), 581–617. Lokaliseret
htt p://www.gse.harvard.edu/¨ngt/Johson-Birkeland_ AERjournal_ Fallo3.pdf
Johnson, S. M., & The Project on the Next Generation of Teachers. (2004). Finders and keepers :
helping new teachers survive and thrive in our schools. Jossey-Bass.
Kono, C. D. (2011). School Traits: A Report On Rural Schools New And Aspiring Teachers
Choose First. Journal of College Teaching & Learning, 8(4), 1–6. htt ps://doi.org/htt ps://doi.
org/10.19030/tlc.v8i4.4194
Menon, M. E. (2012). Do beginning teachers receive adequate support from their headteachers?
Educational Management Administration and Leadership, 40(2), 217–231. htt ps://doi.
org/10.1177/1741143211427981
Nordenbo, S. E., Larsen, M. S., Tiftikçi, N., Wendt, R. E., & Østergaard, Ø. (2008). Teacher
competences and pupil achievement in pre-school and school. A systematic reveiw carried out
for the Ministry of Education and Research, Oslo. København: Danish Clearinghouse for
Educational Research, DPU, Aarhus Universitet.
Patrick, F., Elliot, D., Hulme, M., & McPhee, A. (2010). The importance of collegiality and
reciprocal learning in the professional development of beginning teachers. Journal of
Education for Teaching, 36(3), 277–289. htt ps://doi.org/10.1080/02607476.2010.497373
Schaefer, L., Long, J. S., & Clandinin, D. J. (2012). Questioning the Research on Early Career
Teacher Att rition and Retention. Alberta Journal of Educational Research, 58(1), 106–121.
Shockley, R., Watlington, E., & Felsher, R. (2013). Out on a Limb: The Effi cacy of Teacher
Induction in Secondary Schools. NASSP Bulletin, 97(4), 350–377. htt ps://doi.org/htt p://
dx.doi.org/10.1177/0192636513510595
Smith, T., & Ingersoll, R. M. (2004). What are the eff ects of induction and mentoring on
beginning teacher turnover? American Educational Research Journal, 41(3), 681–714.
Tanggaard, L. (2015). Kvalitet i kvalitative studier. I: Brinkmann, S., & Tanggaard, L. (red.),
Kvalitative metoder: en grundbog (2. udg., s. 521–531). København: Hans Reitz els Forlag.
Walsh, D., & Downe, S. (2005). Meta-synthesis method for qualitative research: a literature
review. Journal of Advanced Nursing, 50(2), 204–211.
Wang, J., & Odell, S. J. (2002). Mentored Learning to Teach According to Standards-Based
Reform: A Critical Review. Review of Educational Research.
Wang, J., Odell, S. J., & Schwille, S. A. (2008). Eff ects of Teacher Induction on Beginning Teachers’
Teaching: A Critical Review of the Literature. Journal of Teacher Education, 59(2),
132–152. htt ps://doi.org/10.1177/0022487107314002
Williams, A., Prestage, S., & Bedward, L. (2001). Indiviualism to collaboration. The signifi -
cance of teacher culture to the induction of newly qualifi ed teachers. Journal of Education
of Teaching, 27(3), 253–267.
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
Studier i Læreruddannelse og Profession kræver ikke afgivelse af copyright ved publicering. Dvs. at artikler - efter publicering i Studier i Læreruddannelse og -profession - kan udgives i andre sammenhænge, efter anmodning til LUP-redaktionen.
Det indsendte manus må ikke tidligere være blevet publiceret i nordiske tidsskrifter, og det må heller ikke være sendt parallelt til et andet tidsskrift med henblik på at komme i betragtning til at blive publiceret.
For artikler publiceret i 'Studier i læreruddannelse og -profession' tillades at læsere kan downloade, kopiere, distribuere, udskrive, søge eller linke til og citere fra til ethvert lovligt formål. 'Studier i læreruddannelse og -profession' tillader således ikke at læsere bruger artikler eller dele af dem i egne artikler uden at citere, eller på anden vis anvender dem til kommercielle formål (CC BY-NC)
'Studier i læreruddannelse og -profession tillader at forfatteren kan arkivere publiceret artikel (post-print) på egen institutions bibliotek (Institutional Repository) , hvis samtidigt forfatteren linker til artiklens DOI nummer.
