Successes and obstacles in the work of upper-secondary schools with newly arrived students: A constructivist-inspired analysis of teachers’ verbal accounts regarding their schools’ organizational and practical work

Q3 Social Sciences Journal of Pedagogy Pub Date : 2022-06-01 DOI:10.2478/jped-2022-0001
Emma Medegård, Karolina Henrixon, Goran Bašić
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引用次数: 2

Abstract

Abstract This study presents new knowledge arising from teachers’ verbal accounts of successes and obstacles in the organizational and practical work of upper-secondary schools with newly arrived students. The analysis reveals several dimensions contributing to the construction and reconstruction of successes and obstacles in the teachers’ accounts. Teachers are constructed as actors with a power advantage relative to the “newly arrived student.” They set the agenda for student behavior, with an inclusive approach that is crucial to achieving success and counteracting obstacles. The approach imposes demands on how upper-secondary schools organize their work with newly arrived students and plays a role in determining supports and room for maneuvering that teachers have. Through the presented analysis, the study contributes to the development of knowledge in terms of four areas. First is the narrative processing of the combination of success and obstacles in the work with newly arrived students. Second is the importance of these stories for the representation of social pedagogical recognition and lack of recognition in the school context. The third area is identity creation and re-creation of professional actors (teachers), and the fourth area of knowledge involves alternative approaches to analysis compared to the typically expected didactic perspective. The study also contributes to the development of knowledge regarding the question of how a school’s morals function in relation to the previous and current experiences of teachers and newly arrived students.
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高中新生工作中的成功与障碍:教师关于学校组织和实际工作的口头描述的建构主义启发分析
摘要:本研究从教师口头叙述高中新生组织和实际工作中的成功和障碍中获得新知识。分析揭示了几个维度有助于构建和重建教师账户中的成功和障碍。教师被建构为相对于“新来的学生”具有权力优势的演员。他们为学生行为制定议程,采用包容性的方法,这对取得成功和克服障碍至关重要。这种方法对高中如何组织与新来学生的工作提出了要求,并在确定教师所拥有的支持和回旋余地方面发挥了作用。通过提出的分析,本研究有助于在四个方面的知识的发展。首先是对初来乍到学生工作中成功与障碍结合的叙述处理。其次,这些故事对于社会教学认可和学校背景下缺乏认可的表现具有重要意义。第三个领域是专业演员(教师)的身份创造和再创造,第四个知识领域涉及与通常预期的教学视角相比的替代分析方法。这项研究还有助于发展有关学校道德如何与教师和新到校学生过去和现在的经验有关的问题的知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Pedagogy
Journal of Pedagogy Social Sciences-Education
CiteScore
1.10
自引率
0.00%
发文量
5
审稿时长
20 weeks
期刊介绍: The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.
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