Teacher professionality at a time of mobility : Positioning teachers in the language introduction programme in Sweden
Wedin, Å. (2021). Teacher professionality at a time of mobility : Positioning teachers in the language introduction programme in Sweden. Apples : Journal of Applied Language Studies.15(2), 1-18. DOI: 10.47862/apples.99557
Published in
Apples : Journal of Applied Language StudiesAuthors
Date
2021Copyright
© 2021: The authors
This study aims to investigate how the educational and linguistic backgrounds of
teachers affect how they are positioned and how they position themselves in relation
to their profession in a language introduction programme at upper secondary school
in Sweden. Material from two years of study at one school was used to conduct a
nexus analysis. The material comprised policy documents at the national and local
levels; interviews with principals and teachers; and classroom and school
environment observations. Conflicting discourses appear in the analysis in terms of
teacher competence and teacher roles. Those teachers who had the relevant professional
competence, as according to national documents, felt that their knowledge was not
acknowledged and that they were not listened to. Official documents state that
principals are responsible for fulfilling stipulated demands; however, they do not always
have the necessary knowledge as this is not a requirement for their position. Thus,
an ambiguous picture appears where teachers who are positioned as competent at the
national level are positioned only to teach their own subject and are not given voice
on issues relating to general teacher competence and organisation of education at the
local level. This article highlights the importance of knowledge and understanding
relating to L2 student learning at the management level.
...
Publisher
Centre for Applied Language Studies, University of JyväskyläISSN Search the Publication Forum
1457-9863Keywords
Metadata
Show full item recordCollections
License
Related items
Showing items with similar title or keywords.
-
Schoolscaping in the third space : The case of the Language Introduction Programme in Sweden
Wedin, Åsa (Centre for Applied Language Studies, University of Jyväskylä, 2021)The aim of this paper is to trace students’ multilingualism and agency in the schoolscape of the Language Introduction Programme (LIP) in one Swedish upper secondary school. Through linguistic schoolscaping, the study ... -
Between theory and practice : foreign language teacher students’ cognition of oral proficiency and grammar teaching in Sweden
Nilsson, Tore; Harjanne, Pirjo; Rosell Steuer, Pernilla (Centre for Applied Language Studies, University of Jyväskylä, 2019)The present study explores patterns of cognition among 14 foreign language (FL) teacher students in Sweden regarding teaching oral proficiency and grammar in French German, Italian and Spanish. It is based on reflective ... -
Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme
Vasalampi, Kati; Metsäpelto, Riitta-Leena; Salminen, Jenni; Lerkkanen, Marja-Kristiina; Mäensivu, Marja; Poikkeus, Anna-Maija (Elsevier BV, 2021)This study was conducted in the context of a teacher professional development programme that aimed to improve dialogic teaching in the classroom, and it describes the programme and examines the change in teachers' dialogic ... -
ICT in education : EFL teacher trainees' views of the affordances of ICT use in education and the need for ICT training in teacher education programmes in Finnish universities
Viitanen, Sami (2014)Tieto- ja viestintäteknologia (TVT) on tärkeä osa ihmisten jokapäiväistä elämää ja toimintoja. TVT:n yleistyminen yhteiskunnan jokaisella osa-alueella alleviivaa myös uusien digitaalisten kompetenssien tärkeyttä kaikissa ... -
Initial French language teacher education policy in Greece and curriculum evaluation among student teachers of FLE
Karatsiori, Marianthi (Centre for Applied Language Studies, University of Jyväskylä, 2015)This paper presents initial language teacher education policy adopted in Greece and describes a study which examines student teachers’ of FLE (Français Langue Étrangère) perception of their initial teacher education and ...