How Do Teachers Coordinate Their Work? A Framing Approach

Autor/in	Dumay, Xavier
Titel	How Do Teachers Coordinate Their Work? A Framing Approach
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 27 (2014) 1, S.88-109 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2012.737045
Schlagwörter	Longitudinal Studies; Teacher Responsibility; Cognitive Processes; Politics of Education; Social Structure; Social Influences; Foreign Countries; Elementary Schools; Catholic Schools; Urban Schools; Coordination; Interviews; Observation; Elementary School Teachers; Principals; Teacher Collaboration; Belgium + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrverpflichtung; Cognitive process; Kognitiver Prozess; Educational policy; Bildungspolitik; Sozialstruktur; Sozialer Einfluss; Ausland; Elementary school; Grundschule; Volksschule; Katholische Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Koordination; Interviewing; Interviewtechnik; Beobachtung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Lehrerkooperation; Belgien
Abstract	Since the 1970s, schools have been characterized as loosely coupled systems, meaning that the teachers' work is weakly coordinated at the local level. Nonetheless, few studies have focused on the local variations of coordination modes, their sources and their nature. In this article, the process of local coordination of the teachers' work is analyzed, using a sociocognitive approach. A longitudinal study of the framing process conducted during two years in one school is presented, in order to capture the parallel evolution of the teachers' cognitive structures and the school's social structures. The results show that: (1) the framing process is at the heart of political games, meaning that the local definition of teaching and its conditions represent an important issue for the teachers; and that (2) the cognitive structures that emerge from the framing process appear to some extent to be decoupled from the teachers' actual practices, contributing only partially to the local process of the teachers' work coordination. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10