Myter om lærermangel
Hvordan kan vi forstå krisen i lærerprofessionen?
DOI:
https://doi.org/10.7146/lup.v9i2.143279Nøgleord:
lærermangel, læreruddannelse, krisen i lærerprofessionen, myter om lærermangel, Pierre Bourdieu, situeret læringsteori, teacher shortage, teacher education, crisis in the teaching profession, myths about teacher shortages, situated learning theoryResumé
Resumé
Lærermangel i skolen er et stigende problem både i Danmark og internationalt. Artiklen undersøger nogle vedholdende myter om lærermangel, som fremsættes i litteraturen som ’mangelfuld læreruddannelse’ (myte 1), ’manglende transfer i praktikken på læreruddannelsen til praksis’ (myte 2) og ’vedvarende professionalisering i det nye arbejdsliv i skolen’ (myte 3). Myterne begrundes som ’mangler’ i viden, pædagogik og praktikperioder i læreruddannelsen (myte 1 og 2), som tænkes imødekommet i en fortløbende professionaliseringsproces i skolens arbejdsliv (myte 3). Artiklen argumenterer gennem interviews med lærerstuderende og lærere, diskussion af litteratur samt ved at trække på situeret læringsteori, professionsorienteret litteratur og Pierre Bourdieu for at problematisere lærermangel som resultatet af en professionel identitetskrise, hvor tids-, top- og økonomistyring i uddannelse og arbejdsliv medfører gradvis afmontering af tilhørsforhold og engagement hos lærerne. Lærermangel må derfor forstås som resultatet af en de-professionalisering, hvor de professionelle idealer afmonteres i uddannelsens og skolens virkelighed.
Abstract
Teacher shortages are a growing problem in Denmark and globally. The article examines some of the enduring myths regarding teacher shortages, often portrayed as ‘inadequate teacher education’ (myth 1), ‘lack of transfer between theory and practice during teacher training’ (myth 2) and ‘professionalization of work at schools’ (myth 3). These myths are often explained in terms of ‘shortcomings’ of knowledge, pedagogy and practical teacher training (myths 1 and 2), which are sought addressed through an ongoing professionalization of working life at schools (myth 3). Rooted in the situated learning theory, literature about the professions and Pierre Bourdieu, and drawing on interviews with teachers and student teachers, the article argues that teacher shortages instead reflect a crisis of professional identity. Governance and accountability measures within teacher education and in the workplace gradually reduce teachers and student teachers’ motivation and sense of professional affiliation. As such, teacher shortages are the result of de-professionalization, whereby professional ideals are dismantled by the realities of training and working as a teacher.
Referencer
AE, Arbejderbevægelsens Erhvervsråd (2022). Nyuddannede: Kun 6 ud af 10 læreruddannede arbejder i folkeskolen. https://www.ae.dk/node/3023/pdf-export
Andersen, F. Ø., Frederiksen, L., Sunesen, M. S. K., Thorborg, M. (2021). Lærermangel i Danmark. Paideia, 22, 21-32.
Bateson, G. (2000). Steps to an ecology of mind. (Org. 1972). The University of Chicago Press.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering Research on Teachers’ Professional Identity. Teaching and Teacher Education, 20(2), 107-128.
Bek-Pedersen, K. (2022). Myter. Tænkepauser 103. Aarhus Universitetsforlag.
Berg, M. (2017). Praktisk teori – eller teoretisk praksis? En undersøgelse af teori- og praksisforståelser i læreruddannelsens praktik. Unge Pædagoger, 3.
Bertelsen, P. (1997). Den frie vilje – almenpsykologisk, terapeutisk og moralsk set. Bulletin fra Forum for Antropologisk Psykologi, 4-45.
Blanco, A. M., Bostedt, G., Michel-Schertges, D., & Wüllner, S. (2023). Studying teacher shortages. Journal of Pedagogical Research, 7(1), 128-141.
Boas, B. (2017). Haves: Praktiklærere – Ønskes: Uddannede Praktiklærere. Unge Pædagoger, 3.
Boström, K., Bostedt, G., & Lindqvist, M. (2021). Den allvorliga lärerbristen i Sverige – hur kunde dette hända och vad kan vi göra? Paideia, 22, 6-20.
Bourdieu, P. (1977). Outline of a Theory of Practice. Cambridge University Press.
Bourdieu, P. (1990). In other words. Polity Press & Blackwell Publishers.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Böwadt, P., Pedersen, N., & Vaaben, N. K. (2017). Først og fremmest elsker jeg at arbejde med børn. Professionshøjskolen UCC.
Böwadt, P. (2021). En mere praksisnær læreruddannelse? Københavns Professionshøjskole.
Bullough, R. V., & Hall-Kenyon, K. M. (2011). The Call to Teach and Teacher Hopefulness. Teacher Development, 15(2), 127-140.
Dahl, K. K. B. (2017). Too much parental cooperation? Parent-teacher cooperation and how it influences professional responsibility among Danish schoolteachers. Power and Education, 9(3), 177-191.
Dahl, K. K. B. (2020a). Mo(ve)ments in professional identification: achieving professional identity and becoming a teacher in Danish and Kenyan teacher education. Compare: A Journal of Comparative and International Education, 50(1), 123-140.
Dahl, K. K. B. (2020b). Shaping ‘the Good Teacher’ in Danish and Kenyan teacher Education. I Wright, H. R., & Høyen, M. (red.), Discourses We Live By (s. 141-161). Open Book Publ.
Dahl, K. K. B. (2021a). Becoming somebody in teacher education. Routledge.
Dahl, K. K. B. (2021b). Stedets væsen: professionshøjskolen som mulighedsrum. I Dahl, K. K. B. (red.), Professionspsykologi (s. 281-306). Aarhus Universitetsforlag.
Dahl, K. K. B., Laursen, P. F., & Andresen, B. (red.) (2022). Overlevelsesguide for nye lærere. Dafolo.
Darling-Hammond, L., & Bransford, J. (red.). (2007). Preparing teachers for a changing world. Jossey-Bass.
DeFeo, D. J., & Tran, T. C. (2019). Recruiting, Hiring, and Training Alaska’s Rural Teachers. Journal of Research in Rural Education, 35(2), 1-17.
DLF, Danmarks Lærerforening (2018). Folkeskolens rekrutteringsproblemer.
Erikson, E. H. (1968). Identity: Youth and crisis. Norton.
EVA, Danmarks Evalueringsinstitut (2019). TALIS 2018 – 1. Rapport: Lærernes undervisning, kompetenceudvikling og start i professionen. https://www.eva.dk/sites/eva/files/2019-11/TALIS%202018_011019.pdf
EVA, Danmarks Evalueringsinstitut (2020). Unge ser professionsuddannelser som springbræt til en lang videregående uddannelse. https://www.eva.dk/videregaaende-uddannelse/unge-ser-professionsuddannelser-springbraet-lang-videregaaende-uddannelse).
Fulbeck, E. S., & Richards, M. P. (2015). The impact of school-based financial incentives on teachers’ strategic moves: A descriptive analysis. Teachers College Record, 117, 1-36.
Grinder-Hansen, K. (2013). Den gode, den onde og den engagerede. Muusmann Forlag.
Grossman, P. (2008). Responding to our critics: from crisis to opportunity in research on teacher education. Journal of Teacher Education, 59(1),10-23.
Haavind, H. (2000). Analytiske retningslinjer ved empiriske studier av kjønnede betydninger. I Haavind, H. (red.) Kjønn og Fortolkende Metode (s. 155-219). Gyldendal.
Hansen, O. H. (1995). The call to teach. Teachers College Press.
Hargreaves, A. (2000a). Four Ages of Professionalism and Professional Learning. Teachers and Teaching, 6(2), 151-182.
Hargreaves, A. (2000b). Nye lærere, nye tider: Lærersamarbejde og lærerkultur i en postmoderne tid. Klim.
Hargreaves, A., & Fullan, M. (2012). Professional capital. Transforming teaching in every school. Teachers College Press.
Hargreaves, A., & Fullan, M. (2018). Mentoring in the New Millenium. Theory into Practice, 39(1), 50-56.
Henriksen, L., & Lind, E. (2007). Flere bruger læreruddannelsen som genvej. Kristeligt Dagblad, 04.08.2007. https://www.kristeligt-dagblad.dk/danmark/flere-bruger-l%C3%A6reruddannelsensom-genvej
Hjort, K., & Weber, K. (2004). Hvad er værd at vide om professioner? I Hjort, K., & Weber, K. (red.), De professionelle (s. 7-20). Samfundslitteratur.
Ifanti, A. A., Fotopoulou, V. S., & Gaziel, H. H. (2017). Comparative perspectives on professionalism and professional development. Research in Comparative and International Education, 12(4), 486-496.
Jarvis, P. (2007). Lifelong learning in the social context. I Jarvis, P. (red.), Globalisation, lifelong learning and the learning society. Routledge.
KL, Kommunernes Landsforening (2016). Rekrutteringssituationen på lærerområdet. https://www.dlf.org/media/10164486/kl_rekrutteringssituationen-paa-laereromraadet.pdf
Korthagen, F. A. J. (2004). In search of the essence of a good teacher. Teaching and Teacher Education, 20, 77-97.
Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education. Teaching and Teacher Education, 26, 98-106.
Korthagen, F. A. J. (2017). Inconvenient thruths about teacher learning. Teachers and Teaching, 23(4), 387-405.
KP, Københavns Professionshøjskole (2021). Praktikmanual. Praktiksekretariatet. https://www.kp.dk/wp-content/uploads/2021/08/praktik-manual-skoler.pdf?x25574
Kreienbaum, M. A. (2021). Den aktuelle mangel på lærere i Tyskland. Paideia, 22, 33-44.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lavrenteva, E., & Orland-Barak, L. (2019). Drop-outs, transformed professionals or change makers: Prospective teachers’ beliefs acting as filters, frames and guides in pre-service education. Research Papers in Education, 34(6), 649-679.
Lindqvist, M., Boström, L., & Gidlund, U. (2022). Teacher shortage in Sweden. Education in the North, 29(2), 48-67.
Lortie, D. C. (1975). School teacher: A sociological inquiry. University of Chicago Press.
Melhuus, M. (2002). Issues of relevance. Anthropology and the challenges of cross-cultural comparison. I Gingrich, A., & Fox, R. G. (red.), Anthropology, by Comparison (s.70–91). Routledge.
Mitchell, C., & Sackney, L. (2011). Profound Improvement: Building Learning-Community Capacity on Living-System Principles. Routledge.
Nasir, N. S., & Cooks, J. (2009). Becoming a Hurdler: How Learning Settings Afford Identities. Anthropology & Education Quarterly, 40(1), 41-61.
Nordisk Ministerråd (2010). Rekrutteringsproblematikken på de nordiske læreruddannelser. https://www.norden.org/en/publications
Nygren, P. (2004). Handlingskompetanse: Om profesjonelle personer. Gyldendal Akademisk.
Nyström, S. (2009). Becoming a professional. A longitudinal study of graduates’ professional trajectories from higher education to working life. Linköping Studies in Behavioral Science No. 140. Linköping University.
Paaske, K. A., Frederiksen, L. A. L., & Krøjgaard, F. (2017). Lærerstart og fodfæste i et livslangt karriereforløb. VIA University College.
Pedersen, A. R. (2014). Narrativ organisationsteori. I Vikkelsøe, S., & Kjær, P. (red.), Klassisk og moderne organisationsteori. Hans Reitzel.
Pedersen, R., Böwadt, P. R., & Vaaben, N. (2016). Hvorfor stopper lærerne i folkeskolen? UCC Professionshøjskolen.
Pedersen, R., Böwadt, P. R., & Vaaben, N. (2021). Nye lærere vil have mere praksis i uddannelsen – forskere advarer. Folkeskolen. 24.02.2021. https://www.folkeskolen.dk/1866315/nye-laerere-vil-have-mere-praksis-i-uddannelsen---men-forsker-advarer
Rosholm, K., Frederiksen, L. A. L., & Jensen, R. (2016). Bliver nyuddannede lærere deprofessionaliserede i mødet med folkeskolen? Folkeskolen. 14.12.2016.
Rasmussen, J. (2022). Viden om læreruddannelsen. Aarhus Universitetsforlag.
Sandmeier, A., Baeriswyl, S., Krause, A., & Muehlhausen, J. (2022). Work until you drop: Effects of work overload, prolonging working hours, and autonomy need satisfaction on exhaustion in teachers. Teaching and Teacher Education, 118, 1-10.
Schön, D. A. (1987). Educating the reflective practitioner. Basic Books.
Schön, D. A. (1992). The Theory of Inquiry. Curriculum Inquiry, 22(2), 119-139.
Schutz, A. (1975). Hverdagslivets sociologi. Hans Reitzel.
See, B. H., & Gorard, S. (2020). Why don’t we have enough teachers? Research Papers in Education, 35(4), 416-442.
See, B. H., Morris, R., Gorard, S., & El Soufi, N. (2020). What works in attracting teachers in challenging schools and areas? Oxford Review of Education, 46(6), 678-697.
Sleegers, P., den Brok, P., Verbiest, E., Moolenar, N. M., & Daly, A. J. (2013). Toward conceptual clarity: A multidimensional, multilevel model of professional learning communities in Dutch elementary schools. Elementary School Journal, 114(1), 118-137.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. M. (2006). Professional learning communities. Journal of Educational Change, 7(4), 221-258.
Thomas, L., Tuytens, M., Moolenaar, N., Devos, G., Kelchtermans, G., & Vanderlinde, R. (2019). Teachers’ first year in the profession: The power of high-quality support. Teachers and Teaching, 25(2), 160-188.
Wahlgren, B., & Aarkrog, V. (2012). Transfer. Aarhus Universitetsforlag.
Wenger, E. (1998). Communities of practice. Cambridge University Press.
Wexler, P. (1992). Becoming Somebody: Toward a Social Psychology of School. Falmer Press.
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
Copyright (c) 2024 Forfatter og tidsskrift
![Creative Commons License](http://i.creativecommons.org/l/by-nc/4.0/88x31.png)
Dette værk er under følgende licens Creative Commons Navngivelse –Ikke-kommerciel (by-nc).
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.