In this presentation we turn back to Bourdieu’s and Luc Boltanski's (1975) question of whether "the teacher who is the son of a teacher really is a teacher in the same sense as his father?". This question has been brought to the forefront in the wake of increasing social segregation and hierarchisation as well as the pedagogical diversification – processes that decentralisation and marketisation of the Swedish school system have contributed to over the last decades.

Growing differences in students' inherited educational capital and in schools' pedagogical activities have contributed to how unique circumstances of schools not only shaping teachers' working conditions but also their future careers. Teachers' first jobs form their professional disposition in a way that makes them navigate towards schools that structurally and pedagogically resemble the school where they had their first permanent employment - their formative school. The result from this navigation is that teachers become locked in to limited parts of the segregated labour market suited for their professional disposition. The study identifies three different types of professional dispositions, all related to the structure of the segregated and diversified school market: the traditional, the pragmatic, and the idea-based.

The study is based partly on 43 semi-structured interviews with active teachers, and partly on a panel study with 9 new teachers who were interviewed five times during their first four years as professional teachers (45 semi-structured interviews). The study is organised into two sub-studies where the first examines how teachers' career patterns correspond with the segregated and diversified school market, while the second examines the process in which professional dispositions are incorporated.

Bourdieu, P. & Boltanski, L. (1975). Le titre et le poste: rapports entre le système de production et le système de reproduction. Actes de la Recherche en Sciences Sociales, 1–2, 95–107