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From Expert to Novice?: The Influence of Management by Documents on Teachers Knowledge Base and Norms.
Linnaeus University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0002-6257-8858
Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
2017 (English)In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 7, no 3, article id e2113Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to reveal how teachers experience the effects of management by documents in their professional practice. Approximately one hundred primary school teachers were asked to describe their daily teaching work with special focus on the demands in terms of the production of documentation. The reports were analysed using a “profession theoretical” model which focuses on the following aspects of professional knowledge: recognition, emotional engagement, and evaluation of and responsibility for one’s own work. The results show that the teachers have experienced that the teaching profession has changed because of fixation on results, and fragmentation has resulted in a decrease in the levels of trust and a feeling that the work is boring. The internal pedagogic discourse is weakened because of the presence of an external legal discourse. Management by documents can thus be a factor that causes a professional regression.

Place, publisher, year, edition, pages
2017. Vol. 7, no 3, article id e2113
Keywords [en]
Management by documents, teacher knowledge and norms, professional regression
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-68991DOI: 10.7577/pp.2113OAI: oai:DiVA.org:lnu-68991DiVA, id: diva2:1160194
Available from: 2017-11-24 Created: 2017-11-24 Last updated: 2018-01-31Bibliographically approved

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Krantz, JoakimFritzén, Lena

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  • de-DE
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  • en-US
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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