dc.contributor.author | Wedin, Åsa | |
dc.contributor.editor | | |
dc.date.accessioned | 2021-09-14T05:22:05Z | |
dc.date.available | 2021-09-14T05:22:05Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Wedin, Å. (2021). Teacher professionality at a time of mobility : Positioning teachers in the language introduction programme in Sweden. <em>Apples : Journal of Applied Language Studies</em>.15(2), 1-18. <a href='https://doi.org/10.47862/apples.99557'>DOI: 10.47862/apples.99557</a> | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/77783 | |
dc.description.abstract | 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. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Centre for Applied Language Studies, University of Jyväskylä | |
dc.relation.ispartofseries | Apples : Journal of Applied Language Studies | |
dc.rights | CC BY 4.0 | |
dc.subject.other | recently arrived students | |
dc.subject.other | positioning | |
dc.subject.other | teacher professionality | |
dc.subject.other | language introduction programme | |
dc.title | Teacher professionality at a time of mobility : Positioning teachers in the language introduction programme in Sweden | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-202404243073 | |
dc.description.reviewstatus | peerReviewed | |
dc.format.pagerange | 1-18 | |
dc.relation.issn | 1457-9863 | |
dc.relation.numberinseries | 2 | |
dc.relation.volume | 15 | |
dc.type.version | publishedVersion | |
dc.rights.copyright | © 2021: The authors | |
dc.rights.accesslevel | openAccess | |
dc.format.content | fulltext | |
dc.rights.url | https://creativecommons.org/licenses/by/4.0/ | |
dc.relation.doi | 10.47862/apples.99557 | |