Between Gate-Keeping and Support: Teachers' Perception of Their Role in Transition

Autor/inn/en	Cuconato, Morena; du Bois-Reymond, Manuela; Lunabba, Harry
Titel	Between Gate-Keeping and Support: Teachers' Perception of Their Role in Transition
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 28 (2015) 3, S.311-328 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2014.987854
Schlagwörter	Foreign Countries; Teacher Attitudes; Teacher Role; Qualitative Research; Interviews; Employment Qualifications; Well Being; Access to Education; Cooperation; Labor Market; Influences; Professional Identity; Focus Groups; Grounded Theory; Coding; Transitional Programs; Planning; Student Characteristics; Family Influence; Institutional Characteristics; Secondary School Teachers; Finland; Germany; Italy; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Lehrerrolle; Qualitative Forschung; Interviewing; Interviewtechnik; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Well-being; Wellness; Wohlbefinden; Education; Access; Bildung; Zugang; Bildungszugang; Co-operation; Kooperation; Labour market; Arbeitsmarkt; Influence; Einfluss; Einflussfaktor; Codierung; Programmierung; Ablaufplanung; Planungsprozess; Finnland; Deutschland; Italien; Niederlande
Abstract	This article discusses how teachers perceive their role in supporting and guiding students in transitions. Do teachers see themselves more as gatekeepers or as supporters? The analysis draws upon qualitative data collected in Germany, the Netherlands, Italy, and Finland. Based on the analysis of teachers' interviews, we developed three constellations of how teachers perceive their role in relation to supporting students: support focused on employability, support focused on access and opportunities, and support focused on students' well-being. We found that teachers tend to find a balance between all three constellations, but also that the education system (differentiated vs. comprehensive), patterns of collaboration with other youth professionals, and labor market conditions all influence their role. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01