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Profession, forskning och praktik: 30 rektorers syn på specialpedagogisk professionalitet
Malmö högskola, School of Teacher Education (LUT).
Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
Malmö högskola, School of Teacher Education (LUT).
2007 (Swedish)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 39-51Article in journal (Refereed) Published
Abstract [en]

This article is a synthesis of four investigations made by students at the special educational program at Malmö University. It describes how headmasters experience the professional role of the special needs pedagogue in schools. Research questions concerning the relationship between higher education and school practice are elucidated in the article. The responses are analyzed and problematized with the help of von Wright’s Action theory as well as of Dahllöf’s frame factor theory. In the interviews headmasters describe the special educational activities and the special pedagogue profession as multifaceted and complex. This is a situation which impedes good functioning and effective use of competence resources. Moreover, headmasters are frequently caught between the visions of policy instruments and school practice, not least concerning situational acting, and the question of short or long term planning and acting.

Place, publisher, year, edition, pages
Malmö högskola, Lärarutbildningen , 2007. no 2, p. 39-51
Keywords [sv]
special education, profession, frame factor theory, action theory
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:mau:diva-14455Local ID: 8175OAI: oai:DiVA.org:mau-14455DiVA, id: diva2:1417976
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2023-03-28Bibliographically approved

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Authority records

Malmgren, Lise-LotteRiddersporre, Bim

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
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  • de-DE
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