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Subject and Class Teachers and their Classroom Management Strategies: Signs of two Different Teaching Professions?
Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
2016 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

Schools' legitimation as institutions can no longer be explained by the distribution of knowledge, but by the way knowledge is distributed. Aspects of classroom management and discipline is more and more getting into focus of educational research and teacher education. In many countries two ways of organizing teachers' work exist: class teacher on the one hand and subject teachers on the other. Even though this is a common phenomenon, the existing research literature on the subject is very limited.

In this paper it will be analysed and discussed to what extent class teachers' and subject teachers' classroom management and communication strategies differ. This paper's empirical data consists of classroom observations following two class teachers and two subject teachers in southern Germany. All teachers work at lower secondary types of schools where either subject teachers or class teachers dominate.

The two types of teachers have different educational and historic backgrounds, e. g. subject teachers have a long tradition of academic education, stemming from a grammar school tradition. Class teachers only recently became part of universitary education and go back to an elementary school tradition.

The amount of empirical data in this study is limited and must therefore be seen as exploratory and as starting point for further, more extensive research. The analytical approach in this study is based on a model for constructing empirically founded, multidimensional typologies (Kelle & Kluge, 2010)⁠ which answers to the study's mentioned shortcomings in empirical data and theoretical preconceptions. This model implements both inductive and deductive elements and permits theorizing based on relatively limited amount of empirical data. Aspects of subject respectively class teachers' role in the class, their relations to subject, profession and pupils as it appears in everyday classroom work will be analysed. Aim of this paper is to discuss and open for further research about in how far the differences between classroom and subject teachers are significant enough that they can be described as two different professions.

Literature

Kelle, Udo, & Kluge, Susanne. (2010). Vom Einzelfall zum Typus : Fallvergleich und Fallkontrastierung in der qualitativen Sozialforschung. Wiesbaden: VS, Verlag für Sozialwissenschaften.

Ort, förlag, år, upplaga, sidor
2016.
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:miun:diva-27714OAI: oai:DiVA.org:miun-27714DiVA, id: diva2:929321
Konferens
NERA 2016, Helsinki
Tillgänglig från: 2016-05-18 Skapad: 2016-05-18 Senast uppdaterad: 2018-11-09Bibliografiskt granskad

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Billmayer, Jakob

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Totalt: 116 träffar
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