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He has previously worked as a postdoctoral researcher at the University of Graz and University of Innsbruck in Austria. He received his PhD as a Marie Skłodowska-Curie fellow in the European Doctorate in Teacher Education (EDiTE). He is board member of European networks in teacher education, including TEPE and InFo-TED. His research interests include teacher education policy and practice, international and comparative education, and experiential dimensions of learning.<br /><b>Address: </b>Innsbruck, Tirol, Austria<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="36766890">View All (15)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="36766890" href="https://www.academia.edu/Documents/in/Education_Policy"><div id="js-react-on-rails-context" style="display:none" 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class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>48</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Books" data-toggle="tab" href="#books" role="tab" title="Books"><span>4</span> <span class="ds2-5-body-sm-bold">Books</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Thesis-Chapters" data-toggle="tab" href="#thesischapters" role="tab" title="Thesis Chapters"><span>1</span> <span class="ds2-5-body-sm-bold">Thesis Chapters</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Vasileios Symeonidis</h3></div><div class="js-work-strip profile--work_container" data-work-id="103832772"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103832772/Early_Career_Teachers_with_Mentoring_during_the_Induction_Phase_Assessments_of_the_Mentoring_Relationship_and_Design_of_the_Mentoring_Process"><img alt="Research paper thumbnail of Early Career Teachers with Mentoring during the Induction Phase: Assessments of the Mentoring Relationship and Design of the Mentoring Process" class="work-thumbnail" src="https://attachments.academia-assets.com/103729345/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103832772/Early_Career_Teachers_with_Mentoring_during_the_Induction_Phase_Assessments_of_the_Mentoring_Relationship_and_Design_of_the_Mentoring_Process">Early Career Teachers with Mentoring during the Induction Phase: Assessments of the Mentoring Relationship and Design of the Mentoring Process</a></div><div class="wp-workCard_item"><span>European Journal of Education and Pedagogy</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this article, the results of a survey of early career teachers on their experience with and pe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this article, the results of a survey of early career teachers on their experience with and perception mentorship during their first year of teaching are examined using a quantitative approach. A total of 100 early career teachers (80% female) of which 43 taught at primary school level participated in the study. Half of those surveyed agreed that mentors should be implemented during the induction phase. Primary school teachers, however, were less likely to not need any further mentoring to improve their quality of teaching beyond the induction phase (p=0.028; p=0.007). In general participants rated the mentoring relationship as a particularly trusting collegial and exemplary supportive working relationship. Nevertheless, more primary school teachers considered their mentors to be motivated for carrying out their task compared to secondary school mentees (p=0.036). Half of the respondents already recognized a personal learning success or further development process through the men...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bb7cfae1f03a168da9ab4e8c08e9c7d9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103729345,"asset_id":103832772,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103729345/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103832772"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103832772"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103832772; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103832772]").text(description); $(".js-view-count[data-work-id=103832772]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103832772; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103832772']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 103832772, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bb7cfae1f03a168da9ab4e8c08e9c7d9" } } $('.js-work-strip[data-work-id=103832772]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103832772,"title":"Early Career Teachers with Mentoring during the Induction Phase: Assessments of the Mentoring Relationship and Design of the Mentoring Process","translated_title":"","metadata":{"abstract":"In this article, the results of a survey of early career teachers on their experience with and perception mentorship during their first year of teaching are examined using a quantitative approach. 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In this increasingly heterogeneous and multicultural context, teachers need to be well prepared and supported to deal with diversity and inclusion in classrooms. Although teachers generally feel confident teaching in a multicultural class, a significant proportion of young teachers report that preparation for teaching in a multicultural environment was not part of their teacher education. The aim of this chapter is, thus, to examine recent policy developments as well as integration of aspects related to diversity and inclusion into teacher education curricula. The findings indicate that Austria adopted relevant policies to promote a social dimension in higher education and reformed its teacher education system to include intercultural competences and inclusive education. 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In this increasingly heterogeneous and multicultural context, teachers need to be well prepared and supported to deal with diversity and inclusion in classrooms. Although teachers generally feel confident teaching in a multicultural class, a significant proportion of young teachers report that preparation for teaching in a multicultural environment was not part of their teacher education. The aim of this chapter is, thus, to examine recent policy developments as well as integration of aspects related to diversity and inclusion into teacher education curricula. The findings indicate that Austria adopted relevant policies to promote a social dimension in higher education and reformed its teacher education system to include intercultural competences and inclusive education. However, the analysis of teacher education curricula indicates that the implementation of explicit learning opportunities relevant to diversity and inclusion is not sufficient to prepare teachers to competently respond to contemporary challenges.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="99760555"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99760555"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99760555; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99760555]").text(description); $(".js-view-count[data-work-id=99760555]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99760555; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99760555']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 99760555, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=99760555]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":99760555,"title":"Preparing Teachers for Diversity and Inclusion: An Analysis of Teacher Education Policies and Practices in Austria","translated_title":"","metadata":{"doi":"10.1007/978-981-19-4349-2_7","abstract":"In recent years, diversity and inclusion became an important part of the education policy agenda in Austria, where the proportion of migrant students is higher in comparison to other European countries. 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However, the analysis of teacher education curricula indicates that the implementation of explicit learning opportunities relevant to diversity and inclusion is not sufficient to prepare teachers to competently respond to contemporary challenges.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Research, Policymaking, and Innovation: Teacher and Education Development in Belt and Road Countries"},"translated_abstract":"In recent years, diversity and inclusion became an important part of the education policy agenda in Austria, where the proportion of migrant students is higher in comparison to other European countries. In this increasingly heterogeneous and multicultural context, teachers need to be well prepared and supported to deal with diversity and inclusion in classrooms. Although teachers generally feel confident teaching in a multicultural class, a significant proportion of young teachers report that preparation for teaching in a multicultural environment was not part of their teacher education. The aim of this chapter is, thus, to examine recent policy developments as well as integration of aspects related to diversity and inclusion into teacher education curricula. The findings indicate that Austria adopted relevant policies to promote a social dimension in higher education and reformed its teacher education system to include intercultural competences and inclusive education. However, the analysis of teacher education curricula indicates that the implementation of explicit learning opportunities relevant to diversity and inclusion is not sufficient to prepare teachers to competently respond to contemporary challenges.","internal_url":"https://www.academia.edu/99760555/Preparing_Teachers_for_Diversity_and_Inclusion_An_Analysis_of_Teacher_Education_Policies_and_Practices_in_Austria","translated_internal_url":"","created_at":"2023-04-06T04:15:13.495-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36766890,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Preparing_Teachers_for_Diversity_and_Inclusion_An_Analysis_of_Teacher_Education_Policies_and_Practices_in_Austria","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":36766890,"first_name":"Vasileios","middle_initials":null,"last_name":"Symeonidis","page_name":"VasileiosSymeonidis","domain_name":"ph-freiburg","created_at":"2015-10-22T11:13:29.821-07:00","display_name":"Vasileios Symeonidis","url":"https://ph-freiburg.academia.edu/VasileiosSymeonidis"},"attachments":[],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum"},{"id":212786,"name":"Austria","url":"https://www.academia.edu/Documents/in/Austria"}],"urls":[{"id":30406934,"url":"https://link.springer.com/chapter/10.1007/978-981-19-4349-2_7"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98175211"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/98175211/Teacher_Education_in_Conflict_Affected_Societies"><img alt="Research paper thumbnail of Teacher Education in Conflict-Affected Societies" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/98175211/Teacher_Education_in_Conflict_Affected_Societies">Teacher Education in Conflict-Affected Societies</a></div><div class="wp-workCard_item"><span>BRILL eBooks</span><span>, Nov 17, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98175211"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98175211"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98175211; 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91173446]").text(description); $(".js-view-count[data-work-id=91173446]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91173446; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91173446']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91173446, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91173443"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/91173443/The_Status_of_Teachers_and_the_Teaching_Profession_A_study_of_education_unions_perspectives"><img alt="Research paper thumbnail of The Status of Teachers and the Teaching Profession: A study of education unions' perspectives" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/91173443/The_Status_of_Teachers_and_the_Teaching_Profession_A_study_of_education_unions_perspectives">The Status of Teachers and the Teaching Profession: A study of education unions' perspectives</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This report is based on an extensive survey (responses from 73 Education International (EI) membe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This report is based on an extensive survey (responses from 73 Education International (EI) member organisations from all regions). It reveals the threats to the status of teachers from misguided “reforms” leading to precarious working conditions for teachers and education workers and curbing teachers&amp;#39; professional development, professional autonomy, social dialogue, and involvement in decision-making. Given the intimate relationship between teaching conditions and learning conditions; those same threats endanger the provision of quality education and education as a public good.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91173443"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91173443"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91173443; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91173443]").text(description); $(".js-view-count[data-work-id=91173443]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91173443; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91173443']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91173443, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91173443]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91173443,"title":"The Status of Teachers and the Teaching Profession: A study of education unions' perspectives","translated_title":"","metadata":{"abstract":"This report is based on an extensive survey (responses from 73 Education International (EI) member organisations from all regions). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91173392"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/91173392/Personal_social_and_professional_support_for_newly_qualified_teachers_Teacher_induction_in_Austria"><img alt="Research paper thumbnail of Personal, social and professional support for newly qualified teachers: Teacher induction in Austria" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/91173392/Personal_social_and_professional_support_for_newly_qualified_teachers_Teacher_induction_in_Austria">Personal, social and professional support for newly qualified teachers: Teacher induction in Austria</a></div><div class="wp-workCard_item"><span>Teaching and Teacher Education</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article analyses the perceptions of newly qualified teachers (NQTs) in Tyrol, Austria of the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article analyses the perceptions of newly qualified teachers (NQTs) in Tyrol, Austria of the support received and challenges faced during the induction phase. A mixed-methods approach was used to collect data via a survey (N = 101) and interviews with NQTs (N = 13). Our findings show that NQTs found the personal and social support they received more helpful than the professional support, and regression analysis reveals that the perceived quality of the professional support was related to NQTs&amp;#39; overall judgement of the induction phase. The main challenges facing NQTs included high workload, combining studies with work, and irregular meetings with mentors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91173392"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91173392"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91173392; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91173392]").text(description); $(".js-view-count[data-work-id=91173392]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91173392; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91173392']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91173392, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91173392]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91173392,"title":"Personal, social and professional support for newly qualified teachers: Teacher induction in Austria","translated_title":"","metadata":{"abstract":"This article analyses the perceptions of newly qualified teachers (NQTs) in Tyrol, Austria of the support received and challenges faced during the induction phase. A mixed-methods approach was used to collect data via a survey (N = 101) and interviews with NQTs (N = 13). Our findings show that NQTs found the personal and social support they received more helpful than the professional support, and regression analysis reveals that the perceived quality of the professional support was related to NQTs\u0026amp;#39; overall judgement of the induction phase. The main challenges facing NQTs included high workload, combining studies with work, and irregular meetings with mentors.","publisher":"Elsevier BV","publication_name":"Teaching and Teacher Education"},"translated_abstract":"This article analyses the perceptions of newly qualified teachers (NQTs) in Tyrol, Austria of the support received and challenges faced during the induction phase. A mixed-methods approach was used to collect data via a survey (N = 101) and interviews with NQTs (N = 13). Our findings show that NQTs found the personal and social support they received more helpful than the professional support, and regression analysis reveals that the perceived quality of the professional support was related to NQTs\u0026amp;#39; overall judgement of the induction phase. The main challenges facing NQTs included high workload, combining studies with work, and irregular meetings with mentors.","internal_url":"https://www.academia.edu/91173392/Personal_social_and_professional_support_for_newly_qualified_teachers_Teacher_induction_in_Austria","translated_internal_url":"","created_at":"2022-11-19T21:44:51.003-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36766890,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Personal_social_and_professional_support_for_newly_qualified_teachers_Teacher_induction_in_Austria","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":36766890,"first_name":"Vasileios","middle_initials":null,"last_name":"Symeonidis","page_name":"VasileiosSymeonidis","domain_name":"ph-freiburg","created_at":"2015-10-22T11:13:29.821-07:00","display_name":"Vasileios Symeonidis","url":"https://ph-freiburg.academia.edu/VasileiosSymeonidis"},"attachments":[],"research_interests":[{"id":212786,"name":"Austria","url":"https://www.academia.edu/Documents/in/Austria"},{"id":259027,"name":"Newly Qualified teachers","url":"https://www.academia.edu/Documents/in/Newly_Qualified_teachers"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":1311461,"name":"Teacher Induction","url":"https://www.academia.edu/Documents/in/Teacher_Induction"}],"urls":[{"id":26174095,"url":"https://api.elsevier.com/content/article/PII:S0742051X22002918?httpAccept=text/xml"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="88911763"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/88911763/Personal_social_and_professional_support_for_newly_qualified_teachers_Teacher_induction_in_Austria"><img alt="Research paper thumbnail of Personal, social and professional support for newly qualified teachers: Teacher induction in Austria" class="work-thumbnail" src="https://attachments.academia-assets.com/92804387/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/88911763/Personal_social_and_professional_support_for_newly_qualified_teachers_Teacher_induction_in_Austria">Personal, social and professional support for newly qualified teachers: Teacher induction in Austria</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ph-freiburg.academia.edu/VasileiosSymeonidis">Vasileios Symeonidis</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ElisabethHaas4">Elisabeth Haas</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KlausSchneider25">Klaus Schneider</a></span></div><div class="wp-workCard_item"><span>Teaching and Teacher Education</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article analyses the perceptions of newly qualified teachers (NQTs) in Tyrol, Austria of the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article analyses the perceptions of newly qualified teachers (NQTs) in Tyrol, Austria of the support received and challenges faced during the induction phase. A mixed-methods approach was used to collect data via a survey (N = 101) and interviews with NQTs (N = 13). Our findings show that NQTs found the personal and social support they received more helpful than the professional support, and regression analysis reveals that the perceived quality of the professional support was related to NQTs' overall judgement of the induction phase. The main challenges facing NQTs included high workload, combining studies with work, and irregular meetings with mentors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9fece3329ab60d83397c72683c173e8c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":92804387,"asset_id":88911763,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/92804387/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="88911763"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="88911763"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 88911763; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=88911763]").text(description); $(".js-view-count[data-work-id=88911763]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 88911763; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='88911763']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 88911763, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9fece3329ab60d83397c72683c173e8c" } } $('.js-work-strip[data-work-id=88911763]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":88911763,"title":"Personal, social and professional support for newly qualified teachers: Teacher induction in Austria","translated_title":"","metadata":{"doi":"10.1016/j.tate.2022.103916","abstract":"This article analyses the perceptions of newly qualified teachers (NQTs) in Tyrol, Austria of the support received and challenges faced during the induction phase. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81755689"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81755689/The_Struggle_to_Reform_Teacher_Education_in_Austria"><img alt="Research paper thumbnail of The Struggle to Reform Teacher Education in Austria" class="work-thumbnail" src="https://attachments.academia-assets.com/87690234/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81755689/The_Struggle_to_Reform_Teacher_Education_in_Austria">The Struggle to Reform Teacher Education in Austria</a></div><div class="wp-workCard_item"><span>Hungarian Educational Research Journal (HERJ)</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4c52e3252c41813dacfa64d5abe92081" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87690234,"asset_id":81755689,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87690234/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81755689"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81755689"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81755689; 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Since 2009, Austria initiated a nationwide reform to restructure teacher education towards a competence-oriented model, in order to overcome the traditional separation in the teaching workforce and foster cooperation between universities and university colleges of teacher education. This paper aims to explore the process of developing the \"Teacher Education New\" (PädagogInnenbildung Neu) reform in Austria from the perspective of policy actors involved in the process. Therefore, semi-structured interviews with national policy experts representing different stakeholder groups were conducted and analysed using the method of qualitative content analysis. Findings present the reform motives, development phases and challenges of developing the reform. 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Niedawna reforma programowa w Finlandii" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/81755687/Fenomenologiczna_perspektywa_na_nauczanie_i_uczenie_si%C4%99_ujmuj%C4%85ce_ca%C5%82o%C5%9Bciowe_zjawiska_Niedawna_reforma_programowa_w_Finlandii">Fenomenologiczna perspektywa na nauczanie i uczenie się ujmujące całościowe zjawiska. Niedawna reforma programowa w Finlandii</a></div><div class="wp-workCard_item"><span>Forum Oświatowe</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper aims to explore the phenomenon-based approach in teaching and learning, through the pe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper aims to explore the phenomenon-based approach in teaching and learning, through the pedagogical lenses of phenomenology, the philosophy of phenomena. The phenomenon-based approach has informed the new core curriculum for basic education in Finland, which has officially introduced multidisciplinary learning modules as periods of phenomenon-based project studies. In this paper, we discuss how the specific approach is integrated into the curriculum, its theoretical grounding and its connections to constructivism. We also explore its implications for teaching and learning from a phenomenological perspective. The paper concludes that the responsive relation between teaching and learning is essential when our purpose is educational. Students are part of the learning process, but they do not necessarily initiate it; similarly, teachers cannot fully instruct it. Thus, we need to make meaning of the space between teaching and learning, in an effort to reclaim learning for pedagogy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81755687"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81755687"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81755687; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81755687]").text(description); $(".js-view-count[data-work-id=81755687]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81755687; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81755687']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81755687, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81755687]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81755687,"title":"Fenomenologiczna perspektywa na nauczanie i uczenie się ujmujące całościowe zjawiska. 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Thus, we need to make meaning of the space between teaching and learning, in an effort to reclaim learning for pedagogy.","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Forum Oświatowe"},"translated_abstract":"This paper aims to explore the phenomenon-based approach in teaching and learning, through the pedagogical lenses of phenomenology, the philosophy of phenomena. The phenomenon-based approach has informed the new core curriculum for basic education in Finland, which has officially introduced multidisciplinary learning modules as periods of phenomenon-based project studies. In this paper, we discuss how the specific approach is integrated into the curriculum, its theoretical grounding and its connections to constructivism. We also explore its implications for teaching and learning from a phenomenological perspective. The paper concludes that the responsive relation between teaching and learning is essential when our purpose is educational. 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The thematic analysis of the survey’s results indicates a variety of responses about the contextual factors that can facilitate or hinder the development of transformative teacher learning for better student learning. Overall, EDiTE is seen as an emerging leading network of education researchers and professionals, working on all three levels of education policy, research and practice. Bearing this potential in mind...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81755686"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81755686"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81755686; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81755686]").text(description); $(".js-view-count[data-work-id=81755686]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81755686; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81755686']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81755686, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81755686]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81755686,"title":"The Emerging European Context: Crossing the Threshold to Rise","translated_title":"","metadata":{"abstract":"This paper presents the findings of the EDiTE theme survey with regard to the thematic pillar “Emerging European Context.” Employing Scharmer’s theory of social fields, the paper brings together perspectives of the EDiTE researchers and supervisors related to the following: (a) participants’ views of the “old Europe” and “future Europe” with regard to transformative teacher learning; (b) perceived challenges and potentials facing an emerging Europe for teacher and student learning; and (c) views on how the EDiTE network can open spaces for a new Europe to come into being. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81755685"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/81755685/Teacher_education_policy_and_practice_in_Austria"><img alt="Research paper thumbnail of Teacher education policy and practice in Austria" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/81755685/Teacher_education_policy_and_practice_in_Austria">Teacher education policy and practice in Austria</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81755685"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81755685"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81755685; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81755684"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81755684/Towards_Global_Citizenship_Education_A_comparative_case_study_of_primary_school_policy_and_practice_between_Greece_and_Sweden"><img alt="Research paper thumbnail of Towards Global Citizenship Education : A comparative case study of primary school policy and practice between Greece and Sweden" class="work-thumbnail" src="https://attachments.academia-assets.com/87690210/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81755684/Towards_Global_Citizenship_Education_A_comparative_case_study_of_primary_school_policy_and_practice_between_Greece_and_Sweden">Towards Global Citizenship Education : A comparative case study of primary school policy and practice between Greece and Sweden</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Global citizenship education (GCE) has recently emerged as a dynamic approach to education captur...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Global citizenship education (GCE) has recently emerged as a dynamic approach to education capturing the interest of various stakeholders, including academics, educators and international organisat ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2490cfb85d8820af8cb5e57324a1cb7a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87690210,"asset_id":81755684,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87690210/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81755684"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81755684"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81755684; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81755683"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81755683/Learning_in_the_Free_Market_A_Critical_Study_of_Neoliberal_Influences_on_Sweden_s_Education_System"><img alt="Research paper thumbnail of Learning in the Free Market A Critical Study of Neoliberal Influences on Sweden’s Education System" class="work-thumbnail" src="https://attachments.academia-assets.com/87690209/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81755683/Learning_in_the_Free_Market_A_Critical_Study_of_Neoliberal_Influences_on_Sweden_s_Education_System">Learning in the Free Market A Critical Study of Neoliberal Influences on Sweden’s Education System</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper identifies and critically analyses the key neoliberal policies that have reshaped Swed...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper identifies and critically analyses the key neoliberal policies that have reshaped Sweden’s education system over the last two decades and transformed students’ learning. Since the 1990s and under the influence of neoliberalism, Sweden has introduced market-oriented policies in education and is currently considered to have one of the most decentralized school systems in the western world. The deregulation of public education in 1991 was expected to lead to a more effective allocation of public funds, as well as the development of innovative pedagogies, increased teacher professionalism and improved teaching methods and learning outcomes (Governmental bill 1991 as cited in Arreman & Holm, 2011). However, the intended goals have not been met and learning has instead been seriously compromised. By critically examining the policies of decentralization, free school choice and privatization, the paper discusses how learning has been redefined in terms of values, content, methods...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e03f28e513fe79819f452e56e39f6c35" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87690209,"asset_id":81755683,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87690209/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81755683"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81755683"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81755683; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81755683]").text(description); $(".js-view-count[data-work-id=81755683]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81755683; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81755683']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81755683, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e03f28e513fe79819f452e56e39f6c35" } } $('.js-work-strip[data-work-id=81755683]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81755683,"title":"Learning in the Free Market A Critical Study of Neoliberal Influences on Sweden’s Education System","translated_title":"","metadata":{"abstract":"This paper identifies and critically analyses the key neoliberal policies that have reshaped Sweden’s education system over the last two decades and transformed students’ learning. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81755682"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81755682/FridaysForFuture_as_an_Enactive_Network_Collective_Agency_for_the_Transition_Towards_Sustainable_Development"><img alt="Research paper thumbnail of FridaysForFuture as an Enactive Network: Collective Agency for the Transition Towards Sustainable Development" class="work-thumbnail" src="https://attachments.academia-assets.com/87690232/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81755682/FridaysForFuture_as_an_Enactive_Network_Collective_Agency_for_the_Transition_Towards_Sustainable_Development">FridaysForFuture as an Enactive Network: Collective Agency for the Transition Towards Sustainable Development</a></div><div class="wp-workCard_item"><span>Frontiers in Education</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this article, we provide a theoretical conceptual analysis of FridaysForFuture (FFF) and of it...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this article, we provide a theoretical conceptual analysis of FridaysForFuture (FFF) and of its effort in promoting the governance of socioeconomic transition toward sustainable development. FFF is a social movement that has received outstanding public recognition and visibility across the world in the last 2 years and is of great interest to educational research because it is largely composed of youngsters and appears to play a paideutic role in societal innovation. There is a growing but still limited body of investigation of FFF’s structures, genealogy, and behavior. The same goes for its theoretical and ethical background and principles. Its efforts to promote social change by going beyond individual agency toward collective agency deserve greater attention from educational scientists. We argue that FFF is a complex, self-organizing, informal network, which we define as an enactive network for its ability to retrieve scientific knowledge and transform it into lived meaningful...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4b4505be56ec99db1181b0bf288c307d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87690232,"asset_id":81755682,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87690232/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81755682"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81755682"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81755682; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81755682]").text(description); $(".js-view-count[data-work-id=81755682]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81755682; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81755682']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81755682, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4b4505be56ec99db1181b0bf288c307d" } } $('.js-work-strip[data-work-id=81755682]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81755682,"title":"FridaysForFuture as an Enactive Network: Collective Agency for the Transition Towards Sustainable Development","translated_title":"","metadata":{"abstract":"In this article, we provide a theoretical conceptual analysis of FridaysForFuture (FFF) and of its effort in promoting the governance of socioeconomic transition toward sustainable development. 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The same goes for its theoretical and ethical background and principles. Its efforts to promote social change by going beyond individual agency toward collective agency deserve greater attention from educational scientists. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81755681"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81755681/Teacher_Status_and_the_Role_of_Teacher_Unions_in_the_Context_of_New_Professionalism"><img alt="Research paper thumbnail of Teacher Status and the Role of Teacher Unions in the Context of New Professionalism" class="work-thumbnail" src="https://attachments.academia-assets.com/87690205/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81755681/Teacher_Status_and_the_Role_of_Teacher_Unions_in_the_Context_of_New_Professionalism">Teacher Status and the Role of Teacher Unions in the Context of New Professionalism</a></div><div class="wp-workCard_item"><span>Studia paedagogica</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e286f35c50794a073a9e5cc120b39307" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87690205,"asset_id":81755681,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87690205/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81755681"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81755681"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81755681; 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This article examines the perceptions of teacher unions about changes in teacher status under the influence of new public management and its dominant discourse of new professionalism. The analysis is underpinned by a conceptual framework that seeks to reveal the main challenges facing teachers and their unions in the context of new professionalism. The framework is applied deductively to data drawn from two surveys conducted by Education International in 2015 and in 2018. The findings revealed some worrisome trends that appeared consistently over time and influenced teacher status, including an increased accountability for teachers through external control, a lack of government efforts to improve teacher professionalism, the expansion of privatisation policies, and a lack of teacher union engagement. This restructuring of the teaching profession implies the need for teacher union renewal in mission and action.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Studia paedagogica","grobid_abstract_attachment_id":87690205},"translated_abstract":null,"internal_url":"https://www.academia.edu/81755681/Teacher_Status_and_the_Role_of_Teacher_Unions_in_the_Context_of_New_Professionalism","translated_internal_url":"","created_at":"2022-06-18T04:52:15.301-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36766890,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":87690205,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87690205/thumbnails/1.jpg","file_name":"2118.pdf","download_url":"https://www.academia.edu/attachments/87690205/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Teacher_Status_and_the_Role_of_Teacher_U.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87690205/2118-libre.pdf?1655554173=\u0026response-content-disposition=attachment%3B+filename%3DTeacher_Status_and_the_Role_of_Teacher_U.pdf\u0026Expires=1733164874\u0026Signature=QdGg-zRk1tOtYGWdFF2p8USo3R1zrvGxTu0X42oNyr7R7N-vC7YZlPWtaVP4yuVQL2BZXNSJOTLukiIIf2JeGffmNcX0gPwfSh3q5deylLJQBHqAkIqt6QvxBYlWc3hRuRBAoPBIAg9RkMatzr3uqBe8jfKDXuzXWfsNKibRpdI8ZUevjFkE7SuZtzId7do3HNNGr2ygapgtVzDKK9YHs2Ga8FVJb5ioDZGittxHHVZOiFn8aDnzfeGIy-AmF5Kc8HlokbukPQwK-cNY0OdXcrqhbv05APxVM8S0wkZfHBjBEQbiVkjXPcQ2inENtky5uVDv7XrOax~GJsb1XE3r4Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Teacher_Status_and_the_Role_of_Teacher_Unions_in_the_Context_of_New_Professionalism","translated_slug":"","page_count":24,"language":"en","content_type":"Work","owner":{"id":36766890,"first_name":"Vasileios","middle_initials":null,"last_name":"Symeonidis","page_name":"VasileiosSymeonidis","domain_name":"ph-freiburg","created_at":"2015-10-22T11:13:29.821-07:00","display_name":"Vasileios Symeonidis","url":"https://ph-freiburg.academia.edu/VasileiosSymeonidis"},"attachments":[{"id":87690205,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87690205/thumbnails/1.jpg","file_name":"2118.pdf","download_url":"https://www.academia.edu/attachments/87690205/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Teacher_Status_and_the_Role_of_Teacher_U.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87690205/2118-libre.pdf?1655554173=\u0026response-content-disposition=attachment%3B+filename%3DTeacher_Status_and_the_Role_of_Teacher_U.pdf\u0026Expires=1733164874\u0026Signature=QdGg-zRk1tOtYGWdFF2p8USo3R1zrvGxTu0X42oNyr7R7N-vC7YZlPWtaVP4yuVQL2BZXNSJOTLukiIIf2JeGffmNcX0gPwfSh3q5deylLJQBHqAkIqt6QvxBYlWc3hRuRBAoPBIAg9RkMatzr3uqBe8jfKDXuzXWfsNKibRpdI8ZUevjFkE7SuZtzId7do3HNNGr2ygapgtVzDKK9YHs2Ga8FVJb5ioDZGittxHHVZOiFn8aDnzfeGIy-AmF5Kc8HlokbukPQwK-cNY0OdXcrqhbv05APxVM8S0wkZfHBjBEQbiVkjXPcQ2inENtky5uVDv7XrOax~GJsb1XE3r4Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":87690206,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87690206/thumbnails/1.jpg","file_name":"2118.pdf","download_url":"https://www.academia.edu/attachments/87690206/download_file","bulk_download_file_name":"Teacher_Status_and_the_Role_of_Teacher_U.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87690206/2118-libre.pdf?1655554172=\u0026response-content-disposition=attachment%3B+filename%3DTeacher_Status_and_the_Role_of_Teacher_U.pdf\u0026Expires=1733164874\u0026Signature=XPbHeOdFlEj8-Bea1uIeGWy3ZOWMjqv6loBLOZN2TIH3p60q2iGAhjkcRAm9~YvIXkJNjuRRq9GpEYXxsOW~EbYxFBeIoc3p-iyBl2xr8RlDqXK18pmWk4j-N4MqyhrJ0k1DaA80nwR~8q90v8LiUli~t6Z1rBIMe1vNULVvNVAwT69EKVizHq902nkBWOQKZIICRWkhUQIXyU5hTd8AAN2oOLsf31YDu7P~zp77MEjeieEuHfYD~pHNBKRSYF2S6gq47e-XbBq8hw8juk5OPbEyxq7RoA-9yCn52cktHMZ0QyfkAYZD6j9WHzBYJ0D~ojttJUYRsNyusH7ieGCY7A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":443660,"name":"Masaryk University","url":"https://www.academia.edu/Documents/in/Masaryk_University"},{"id":635998,"name":"Teacher Unions and Education Politics","url":"https://www.academia.edu/Documents/in/Teacher_Unions_and_Education_Politics"}],"urls":[{"id":21545252,"url":"http://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/viewFile/2146/2118"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="3818858" id="papers"><div class="js-work-strip profile--work_container" data-work-id="103832772"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103832772/Early_Career_Teachers_with_Mentoring_during_the_Induction_Phase_Assessments_of_the_Mentoring_Relationship_and_Design_of_the_Mentoring_Process"><img alt="Research paper thumbnail of Early Career Teachers with Mentoring during the Induction Phase: Assessments of the Mentoring Relationship and Design of the Mentoring Process" class="work-thumbnail" src="https://attachments.academia-assets.com/103729345/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103832772/Early_Career_Teachers_with_Mentoring_during_the_Induction_Phase_Assessments_of_the_Mentoring_Relationship_and_Design_of_the_Mentoring_Process">Early Career Teachers with Mentoring during the Induction Phase: Assessments of the Mentoring Relationship and Design of the Mentoring Process</a></div><div class="wp-workCard_item"><span>European Journal of Education and Pedagogy</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this article, the results of a survey of early career teachers on their experience with and pe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this article, the results of a survey of early career teachers on their experience with and perception mentorship during their first year of teaching are examined using a quantitative approach. A total of 100 early career teachers (80% female) of which 43 taught at primary school level participated in the study. Half of those surveyed agreed that mentors should be implemented during the induction phase. Primary school teachers, however, were less likely to not need any further mentoring to improve their quality of teaching beyond the induction phase (p=0.028; p=0.007). In general participants rated the mentoring relationship as a particularly trusting collegial and exemplary supportive working relationship. Nevertheless, more primary school teachers considered their mentors to be motivated for carrying out their task compared to secondary school mentees (p=0.036). Half of the respondents already recognized a personal learning success or further development process through the men...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bb7cfae1f03a168da9ab4e8c08e9c7d9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103729345,"asset_id":103832772,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103729345/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103832772"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103832772"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103832772; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103832772]").text(description); $(".js-view-count[data-work-id=103832772]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103832772; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103832772']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 103832772, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bb7cfae1f03a168da9ab4e8c08e9c7d9" } } $('.js-work-strip[data-work-id=103832772]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103832772,"title":"Early Career Teachers with Mentoring during the Induction Phase: Assessments of the Mentoring Relationship and Design of the Mentoring Process","translated_title":"","metadata":{"abstract":"In this article, the results of a survey of early career teachers on their experience with and perception mentorship during their first year of teaching are examined using a quantitative approach. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103832766"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/103832766/Preparing_Teachers_for_Diversity_and_Inclusion_An_Analysis_of_Teacher_Education_Policies_and_Practices_in_Austria"><img alt="Research paper thumbnail of Preparing Teachers for Diversity and Inclusion: An Analysis of Teacher Education Policies and Practices in Austria" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/103832766/Preparing_Teachers_for_Diversity_and_Inclusion_An_Analysis_of_Teacher_Education_Policies_and_Practices_in_Austria">Preparing Teachers for Diversity and Inclusion: An Analysis of Teacher Education Policies and Practices in Austria</a></div><div class="wp-workCard_item"><span>Research, Policymaking, and Innovation</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In recent years, diversity and inclusion became an important part of the education policy agenda ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In recent years, diversity and inclusion became an important part of the education policy agenda in Austria, where the proportion of migrant students is higher in comparison to other European countries. In this increasingly heterogeneous and multicultural context, teachers need to be well prepared and supported to deal with diversity and inclusion in classrooms. Although teachers generally feel confident teaching in a multicultural class, a significant proportion of young teachers report that preparation for teaching in a multicultural environment was not part of their teacher education. The aim of this chapter is, thus, to examine recent policy developments as well as integration of aspects related to diversity and inclusion into teacher education curricula. The findings indicate that Austria adopted relevant policies to promote a social dimension in higher education and reformed its teacher education system to include intercultural competences and inclusive education. However, the analysis of teacher education curricula indicates that the implementation of explicit learning opportunities relevant to diversity and inclusion is not sufficient to prepare teachers to competently respond to contemporary challenges.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103832766"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103832766"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103832766; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103832766]").text(description); $(".js-view-count[data-work-id=103832766]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103832766; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103832766']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 103832766, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=103832766]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103832766,"title":"Preparing Teachers for Diversity and Inclusion: An Analysis of Teacher Education Policies and Practices in Austria","translated_title":"","metadata":{"abstract":"In recent years, diversity and inclusion became an important part of the education policy agenda in Austria, where the proportion of migrant students is higher in comparison to other European countries. 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However, the analysis of teacher education curricula indicates that the implementation of explicit learning opportunities relevant to diversity and inclusion is not sufficient to prepare teachers to competently respond to contemporary challenges.","publisher":"Springer Nature Singapore","publication_name":"Research, Policymaking, and Innovation"},"translated_abstract":"In recent years, diversity and inclusion became an important part of the education policy agenda in Austria, where the proportion of migrant students is higher in comparison to other European countries. In this increasingly heterogeneous and multicultural context, teachers need to be well prepared and supported to deal with diversity and inclusion in classrooms. Although teachers generally feel confident teaching in a multicultural class, a significant proportion of young teachers report that preparation for teaching in a multicultural environment was not part of their teacher education. 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In this increasingly heterogeneous and multicultural context, teachers need to be well prepared and supported to deal with diversity and inclusion in classrooms. Although teachers generally feel confident teaching in a multicultural class, a significant proportion of young teachers report that preparation for teaching in a multicultural environment was not part of their teacher education. The aim of this chapter is, thus, to examine recent policy developments as well as integration of aspects related to diversity and inclusion into teacher education curricula. The findings indicate that Austria adopted relevant policies to promote a social dimension in higher education and reformed its teacher education system to include intercultural competences and inclusive education. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91173392"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/91173392/Personal_social_and_professional_support_for_newly_qualified_teachers_Teacher_induction_in_Austria"><img alt="Research paper thumbnail of Personal, social and professional support for newly qualified teachers: Teacher induction in Austria" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/91173392/Personal_social_and_professional_support_for_newly_qualified_teachers_Teacher_induction_in_Austria">Personal, social and professional support for newly qualified teachers: Teacher induction in Austria</a></div><div class="wp-workCard_item"><span>Teaching and Teacher Education</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article analyses the perceptions of newly qualified teachers (NQTs) in Tyrol, Austria of the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article analyses the perceptions of newly qualified teachers (NQTs) in Tyrol, Austria of the support received and challenges faced during the induction phase. A mixed-methods approach was used to collect data via a survey (N = 101) and interviews with NQTs (N = 13). Our findings show that NQTs found the personal and social support they received more helpful than the professional support, and regression analysis reveals that the perceived quality of the professional support was related to NQTs&amp;#39; overall judgement of the induction phase. The main challenges facing NQTs included high workload, combining studies with work, and irregular meetings with mentors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91173392"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91173392"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91173392; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91173392]").text(description); $(".js-view-count[data-work-id=91173392]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91173392; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91173392']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91173392, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91173392]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91173392,"title":"Personal, social and professional support for newly qualified teachers: Teacher induction in Austria","translated_title":"","metadata":{"abstract":"This article analyses the perceptions of newly qualified teachers (NQTs) in Tyrol, Austria of the support received and challenges faced during the induction phase. A mixed-methods approach was used to collect data via a survey (N = 101) and interviews with NQTs (N = 13). Our findings show that NQTs found the personal and social support they received more helpful than the professional support, and regression analysis reveals that the perceived quality of the professional support was related to NQTs\u0026amp;#39; overall judgement of the induction phase. The main challenges facing NQTs included high workload, combining studies with work, and irregular meetings with mentors.","publisher":"Elsevier BV","publication_name":"Teaching and Teacher Education"},"translated_abstract":"This article analyses the perceptions of newly qualified teachers (NQTs) in Tyrol, Austria of the support received and challenges faced during the induction phase. A mixed-methods approach was used to collect data via a survey (N = 101) and interviews with NQTs (N = 13). Our findings show that NQTs found the personal and social support they received more helpful than the professional support, and regression analysis reveals that the perceived quality of the professional support was related to NQTs\u0026amp;#39; overall judgement of the induction phase. 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A mixed-methods approach was used to collect data via a survey (N = 101) and interviews with NQTs (N = 13). Our findings show that NQTs found the personal and social support they received more helpful than the professional support, and regression analysis reveals that the perceived quality of the professional support was related to NQTs' overall judgement of the induction phase. The main challenges facing NQTs included high workload, combining studies with work, and irregular meetings with mentors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9fece3329ab60d83397c72683c173e8c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":92804387,"asset_id":88911763,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/92804387/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="88911763"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="88911763"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 88911763; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=88911763]").text(description); $(".js-view-count[data-work-id=88911763]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 88911763; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='88911763']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 88911763, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9fece3329ab60d83397c72683c173e8c" } } $('.js-work-strip[data-work-id=88911763]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":88911763,"title":"Personal, social and professional support for newly qualified teachers: Teacher induction in Austria","translated_title":"","metadata":{"doi":"10.1016/j.tate.2022.103916","abstract":"This article analyses the perceptions of newly qualified teachers (NQTs) in Tyrol, Austria of the support received and challenges faced during the induction phase. A mixed-methods approach was used to collect data via a survey (N = 101) and interviews with NQTs (N = 13). Our findings show that NQTs found the personal and social support they received more helpful than the professional support, and regression analysis reveals that the perceived quality of the professional support was related to NQTs' overall judgement of the induction phase. The main challenges facing NQTs included high workload, combining studies with work, and irregular meetings with mentors.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Teaching and Teacher Education"},"translated_abstract":"This article analyses the perceptions of newly qualified teachers (NQTs) in Tyrol, Austria of the support received and challenges faced during the induction phase. A mixed-methods approach was used to collect data via a survey (N = 101) and interviews with NQTs (N = 13). Our findings show that NQTs found the personal and social support they received more helpful than the professional support, and regression analysis reveals that the perceived quality of the professional support was related to NQTs' overall judgement of the induction phase. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81755689"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81755689/The_Struggle_to_Reform_Teacher_Education_in_Austria"><img alt="Research paper thumbnail of The Struggle to Reform Teacher Education in Austria" class="work-thumbnail" src="https://attachments.academia-assets.com/87690234/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81755689/The_Struggle_to_Reform_Teacher_Education_in_Austria">The Struggle to Reform Teacher Education in Austria</a></div><div class="wp-workCard_item"><span>Hungarian Educational Research Journal (HERJ)</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4c52e3252c41813dacfa64d5abe92081" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87690234,"asset_id":81755689,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87690234/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81755689"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81755689"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81755689; 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Since 2009, Austria initiated a nationwide reform to restructure teacher education towards a competence-oriented model, in order to overcome the traditional separation in the teaching workforce and foster cooperation between universities and university colleges of teacher education. This paper aims to explore the process of developing the \"Teacher Education New\" (PädagogInnenbildung Neu) reform in Austria from the perspective of policy actors involved in the process. Therefore, semi-structured interviews with national policy experts representing different stakeholder groups were conducted and analysed using the method of qualitative content analysis. Findings present the reform motives, development phases and challenges of developing the reform. The reform was a political effort to monitor teacher education and the final outcome was the result of struggles between competing political ideologies and the diverse interests of teacher education stakeholders.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Hungarian Educational Research Journal (HERJ)","grobid_abstract_attachment_id":87690234},"translated_abstract":null,"internal_url":"https://www.academia.edu/81755689/The_Struggle_to_Reform_Teacher_Education_in_Austria","translated_internal_url":"","created_at":"2022-06-18T04:52:16.776-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36766890,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":87690234,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87690234/thumbnails/1.jpg","file_name":"HERJ_2018_3_6.pdf","download_url":"https://www.academia.edu/attachments/87690234/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Struggle_to_Reform_Teacher_Education.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87690234/HERJ_2018_3_6-libre.pdf?1655554176=\u0026response-content-disposition=attachment%3B+filename%3DThe_Struggle_to_Reform_Teacher_Education.pdf\u0026Expires=1733164874\u0026Signature=eBo0gsZw2S~7~leePdlG6XggA~NL2na3VrzNrVyXHyczDpy8nJGL6l-eMelC2MQzvWNsWG3aLHdMt~t9PN9maxxajjnriY6vtt60aRRr0BeM0UBKjeT75e8g1LVXNfSanYhT3xKfnRK6GQVyQnR8WawnOcrILgFUx2i08Wk~eQn2qsiJ5T5IPh3kDYGHFpLNX06uqdbwRxqlD2pIn7DDKUCjLTcLgBXTZoAZ6GTRFIOQojTp~RsgP2LT2DCaN8IY2tlHXpMPRexqnAdsdl90e5hrq~WjFMscR6HXK~szFTGI8Idvecal283EWz9nIMpZqb0SM3PA8NLfQEwNkO6Iew__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Struggle_to_Reform_Teacher_Education_in_Austria","translated_slug":"","page_count":16,"language":"en","content_type":"Work","owner":{"id":36766890,"first_name":"Vasileios","middle_initials":null,"last_name":"Symeonidis","page_name":"VasileiosSymeonidis","domain_name":"ph-freiburg","created_at":"2015-10-22T11:13:29.821-07:00","display_name":"Vasileios Symeonidis","url":"https://ph-freiburg.academia.edu/VasileiosSymeonidis"},"attachments":[{"id":87690234,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87690234/thumbnails/1.jpg","file_name":"HERJ_2018_3_6.pdf","download_url":"https://www.academia.edu/attachments/87690234/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Struggle_to_Reform_Teacher_Education.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87690234/HERJ_2018_3_6-libre.pdf?1655554176=\u0026response-content-disposition=attachment%3B+filename%3DThe_Struggle_to_Reform_Teacher_Education.pdf\u0026Expires=1733164874\u0026Signature=eBo0gsZw2S~7~leePdlG6XggA~NL2na3VrzNrVyXHyczDpy8nJGL6l-eMelC2MQzvWNsWG3aLHdMt~t9PN9maxxajjnriY6vtt60aRRr0BeM0UBKjeT75e8g1LVXNfSanYhT3xKfnRK6GQVyQnR8WawnOcrILgFUx2i08Wk~eQn2qsiJ5T5IPh3kDYGHFpLNX06uqdbwRxqlD2pIn7DDKUCjLTcLgBXTZoAZ6GTRFIOQojTp~RsgP2LT2DCaN8IY2tlHXpMPRexqnAdsdl90e5hrq~WjFMscR6HXK~szFTGI8Idvecal283EWz9nIMpZqb0SM3PA8NLfQEwNkO6Iew__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":21289,"name":"Educational reform","url":"https://www.academia.edu/Documents/in/Educational_reform"},{"id":25212,"name":"Higher Education Policy","url":"https://www.academia.edu/Documents/in/Higher_Education_Policy"}],"urls":[{"id":21545256,"url":"https://diglib.uibk.ac.at/ulbtirolfodok/content/titleinfo/3646783"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81755688"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81755688/Phenomenon_Based_Teaching_and_Learning_through_the_Pedagogical_Lenses_of_Phenomenology_The_Recent_Curriculum_Reform_in_Finland"><img alt="Research paper thumbnail of Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland" class="work-thumbnail" src="https://attachments.academia-assets.com/87690233/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81755688/Phenomenon_Based_Teaching_and_Learning_through_the_Pedagogical_Lenses_of_Phenomenology_The_Recent_Curriculum_Reform_in_Finland">Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f8b32c0ee5d9fa9b36ad0a23e070362a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87690233,"asset_id":81755688,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87690233/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81755688"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81755688"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81755688; 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Niedawna reforma programowa w Finlandii" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/81755687/Fenomenologiczna_perspektywa_na_nauczanie_i_uczenie_si%C4%99_ujmuj%C4%85ce_ca%C5%82o%C5%9Bciowe_zjawiska_Niedawna_reforma_programowa_w_Finlandii">Fenomenologiczna perspektywa na nauczanie i uczenie się ujmujące całościowe zjawiska. Niedawna reforma programowa w Finlandii</a></div><div class="wp-workCard_item"><span>Forum Oświatowe</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper aims to explore the phenomenon-based approach in teaching and learning, through the pe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper aims to explore the phenomenon-based approach in teaching and learning, through the pedagogical lenses of phenomenology, the philosophy of phenomena. The phenomenon-based approach has informed the new core curriculum for basic education in Finland, which has officially introduced multidisciplinary learning modules as periods of phenomenon-based project studies. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81755683"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81755683/Learning_in_the_Free_Market_A_Critical_Study_of_Neoliberal_Influences_on_Sweden_s_Education_System"><img alt="Research paper thumbnail of Learning in the Free Market A Critical Study of Neoliberal Influences on Sweden’s Education System" class="work-thumbnail" src="https://attachments.academia-assets.com/87690209/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81755683/Learning_in_the_Free_Market_A_Critical_Study_of_Neoliberal_Influences_on_Sweden_s_Education_System">Learning in the Free Market A Critical Study of Neoliberal Influences on Sweden’s Education System</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper identifies and critically analyses the key neoliberal policies that have reshaped Swed...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper identifies and critically analyses the key neoliberal policies that have reshaped Sweden’s education system over the last two decades and transformed students’ learning. Since the 1990s and under the influence of neoliberalism, Sweden has introduced market-oriented policies in education and is currently considered to have one of the most decentralized school systems in the western world. The deregulation of public education in 1991 was expected to lead to a more effective allocation of public funds, as well as the development of innovative pedagogies, increased teacher professionalism and improved teaching methods and learning outcomes (Governmental bill 1991 as cited in Arreman & Holm, 2011). However, the intended goals have not been met and learning has instead been seriously compromised. By critically examining the policies of decentralization, free school choice and privatization, the paper discusses how learning has been redefined in terms of values, content, methods...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e03f28e513fe79819f452e56e39f6c35" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87690209,"asset_id":81755683,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87690209/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81755683"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81755683"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81755683; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81755683]").text(description); $(".js-view-count[data-work-id=81755683]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81755683; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81755683']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81755683, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e03f28e513fe79819f452e56e39f6c35" } } $('.js-work-strip[data-work-id=81755683]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81755683,"title":"Learning in the Free Market A Critical Study of Neoliberal Influences on Sweden’s Education System","translated_title":"","metadata":{"abstract":"This paper identifies and critically analyses the key neoliberal policies that have reshaped Sweden’s education system over the last two decades and transformed students’ learning. 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By critically examining the policies of decentralization, free school choice and privatization, the paper discusses how learning has been redefined in terms of values, content, methods...","publication_date":{"day":null,"month":null,"year":2014,"errors":{}}},"translated_abstract":"This paper identifies and critically analyses the key neoliberal policies that have reshaped Sweden’s education system over the last two decades and transformed students’ learning. Since the 1990s and under the influence of neoliberalism, Sweden has introduced market-oriented policies in education and is currently considered to have one of the most decentralized school systems in the western world. The deregulation of public education in 1991 was expected to lead to a more effective allocation of public funds, as well as the development of innovative pedagogies, increased teacher professionalism and improved teaching methods and learning outcomes (Governmental bill 1991 as cited in Arreman \u0026 Holm, 2011). However, the intended goals have not been met and learning has instead been seriously compromised. By critically examining the policies of decentralization, free school choice and privatization, the paper discusses how learning has been redefined in terms of values, content, methods...","internal_url":"https://www.academia.edu/81755683/Learning_in_the_Free_Market_A_Critical_Study_of_Neoliberal_Influences_on_Sweden_s_Education_System","translated_internal_url":"","created_at":"2022-06-18T04:52:15.761-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36766890,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":87690209,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87690209/thumbnails/1.jpg","file_name":"vol8n1symeonidis.pdf","download_url":"https://www.academia.edu/attachments/87690209/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Learning_in_the_Free_Market_A_Critical_S.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87690209/vol8n1symeonidis-libre.pdf?1655554167=\u0026response-content-disposition=attachment%3B+filename%3DLearning_in_the_Free_Market_A_Critical_S.pdf\u0026Expires=1733164874\u0026Signature=OwnIYuKpGeOgT3iPwNZkwfCd4m5CaXTjlgKQ8FAAbsToSp2ufyB7YCXgu-JmS8eJNmKwi-i~~lKemGfS1S9e2C4~kIFWeZT0znCelrjH6ogkwulsG8kd4elk4TgFdaOncE9z2nQuoo1YwuhxTNoX-PwUSrFmtyU-SPty5gs7G15k5bXtKnwxLeUD5T~42Sd4mLLpNRMjgLO-Qt3P0t9vxvMYbdHqS6LNQE~zYjjNRAX4eE1oKlpDLo1H5oMZhCmw8dhGoq7ujygkb9BTwIR-63QCD1PdDf-TSnSOVE5lEbt0ChWciH5KeXfXyvZh~aGykkUfUlMEobL8jdCji-hLVA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Learning_in_the_Free_Market_A_Critical_Study_of_Neoliberal_Influences_on_Sweden_s_Education_System","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":36766890,"first_name":"Vasileios","middle_initials":null,"last_name":"Symeonidis","page_name":"VasileiosSymeonidis","domain_name":"ph-freiburg","created_at":"2015-10-22T11:13:29.821-07:00","display_name":"Vasileios Symeonidis","url":"https://ph-freiburg.academia.edu/VasileiosSymeonidis"},"attachments":[{"id":87690209,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87690209/thumbnails/1.jpg","file_name":"vol8n1symeonidis.pdf","download_url":"https://www.academia.edu/attachments/87690209/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Learning_in_the_Free_Market_A_Critical_S.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87690209/vol8n1symeonidis-libre.pdf?1655554167=\u0026response-content-disposition=attachment%3B+filename%3DLearning_in_the_Free_Market_A_Critical_S.pdf\u0026Expires=1733164874\u0026Signature=OwnIYuKpGeOgT3iPwNZkwfCd4m5CaXTjlgKQ8FAAbsToSp2ufyB7YCXgu-JmS8eJNmKwi-i~~lKemGfS1S9e2C4~kIFWeZT0znCelrjH6ogkwulsG8kd4elk4TgFdaOncE9z2nQuoo1YwuhxTNoX-PwUSrFmtyU-SPty5gs7G15k5bXtKnwxLeUD5T~42Sd4mLLpNRMjgLO-Qt3P0t9vxvMYbdHqS6LNQE~zYjjNRAX4eE1oKlpDLo1H5oMZhCmw8dhGoq7ujygkb9BTwIR-63QCD1PdDf-TSnSOVE5lEbt0ChWciH5KeXfXyvZh~aGykkUfUlMEobL8jdCji-hLVA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":87690208,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87690208/thumbnails/1.jpg","file_name":"vol8n1symeonidis.pdf","download_url":"https://www.academia.edu/attachments/87690208/download_file","bulk_download_file_name":"Learning_in_the_Free_Market_A_Critical_S.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87690208/vol8n1symeonidis-libre.pdf?1655554167=\u0026response-content-disposition=attachment%3B+filename%3DLearning_in_the_Free_Market_A_Critical_S.pdf\u0026Expires=1733164874\u0026Signature=hTR1W90jtco2kDjapPC2K3C8UG7R62WsJcPetnyTwc5lJHItN7EZdnnh6Zdzx2g8pvPRkV9RTHFf9vI78vNwboG2F~coO9MUFW3NyhC8hy3NlnSdhsGWM1WQuAx6PcdDaj9QH8neGNfn14f3HBNGf9zsGeUI7auH6a3lijzBQaYvGa4qZHV0I6jW6WN051BnfTCypUdmzJhsdezWV7ORYAhp-~WEWJ45KAG98mFIq-V-xiyXLtiHVnhtflO8U00fdzttbHrZ-iiXTs7mNrP8y0O24ofMrjMKOVQ2~HvJpoOLXWr6yRezIOqlVotExofw8vCXM3JEQ5~M0aw5ug7hWA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":30086,"name":"Critical sociology and politics of education","url":"https://www.academia.edu/Documents/in/Critical_sociology_and_politics_of_education"},{"id":70643,"name":"Privatization","url":"https://www.academia.edu/Documents/in/Privatization"},{"id":453278,"name":"Neoliberalism and Education","url":"https://www.academia.edu/Documents/in/Neoliberalism_and_Education"}],"urls":[{"id":21545254,"url":"http://ijep.icpres.org/2014/issue1/vol8n1symeonidis.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81755682"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81755682/FridaysForFuture_as_an_Enactive_Network_Collective_Agency_for_the_Transition_Towards_Sustainable_Development"><img alt="Research paper thumbnail of FridaysForFuture as an Enactive Network: Collective Agency for the Transition Towards Sustainable Development" class="work-thumbnail" src="https://attachments.academia-assets.com/87690232/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81755682/FridaysForFuture_as_an_Enactive_Network_Collective_Agency_for_the_Transition_Towards_Sustainable_Development">FridaysForFuture as an Enactive Network: Collective Agency for the Transition Towards Sustainable Development</a></div><div class="wp-workCard_item"><span>Frontiers in Education</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this article, we provide a theoretical conceptual analysis of FridaysForFuture (FFF) and of it...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this article, we provide a theoretical conceptual analysis of FridaysForFuture (FFF) and of its effort in promoting the governance of socioeconomic transition toward sustainable development. FFF is a social movement that has received outstanding public recognition and visibility across the world in the last 2 years and is of great interest to educational research because it is largely composed of youngsters and appears to play a paideutic role in societal innovation. There is a growing but still limited body of investigation of FFF’s structures, genealogy, and behavior. The same goes for its theoretical and ethical background and principles. Its efforts to promote social change by going beyond individual agency toward collective agency deserve greater attention from educational scientists. We argue that FFF is a complex, self-organizing, informal network, which we define as an enactive network for its ability to retrieve scientific knowledge and transform it into lived meaningful...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4b4505be56ec99db1181b0bf288c307d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87690232,"asset_id":81755682,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87690232/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81755682"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81755682"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81755682; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81755682]").text(description); $(".js-view-count[data-work-id=81755682]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81755682; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81755682']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81755682, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4b4505be56ec99db1181b0bf288c307d" } } $('.js-work-strip[data-work-id=81755682]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81755682,"title":"FridaysForFuture as an Enactive Network: Collective Agency for the Transition Towards Sustainable Development","translated_title":"","metadata":{"abstract":"In this article, we provide a theoretical conceptual analysis of FridaysForFuture (FFF) and of its effort in promoting the governance of socioeconomic transition toward sustainable development. 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The same goes for its theoretical and ethical background and principles. Its efforts to promote social change by going beyond individual agency toward collective agency deserve greater attention from educational scientists. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81755681"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81755681/Teacher_Status_and_the_Role_of_Teacher_Unions_in_the_Context_of_New_Professionalism"><img alt="Research paper thumbnail of Teacher Status and the Role of Teacher Unions in the Context of New Professionalism" class="work-thumbnail" src="https://attachments.academia-assets.com/87690205/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81755681/Teacher_Status_and_the_Role_of_Teacher_Unions_in_the_Context_of_New_Professionalism">Teacher Status and the Role of Teacher Unions in the Context of New Professionalism</a></div><div class="wp-workCard_item"><span>Studia paedagogica</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e286f35c50794a073a9e5cc120b39307" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87690205,"asset_id":81755681,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87690205/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81755681"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81755681"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81755681; 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This article examines the perceptions of teacher unions about changes in teacher status under the influence of new public management and its dominant discourse of new professionalism. The analysis is underpinned by a conceptual framework that seeks to reveal the main challenges facing teachers and their unions in the context of new professionalism. The framework is applied deductively to data drawn from two surveys conducted by Education International in 2015 and in 2018. The findings revealed some worrisome trends that appeared consistently over time and influenced teacher status, including an increased accountability for teachers through external control, a lack of government efforts to improve teacher professionalism, the expansion of privatisation policies, and a lack of teacher union engagement. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="3819049" id="books"><div class="js-work-strip profile--work_container" data-work-id="94957713"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94957713/H_%CE%B2%CE%B9%CE%BD%CE%B9%CE%AD%CF%84%CE%B1_%CF%89%CF%82_%CE%AC%CF%83%CE%BA%CE%B7%CF%83%CE%B7_%CE%B1%CE%BD%CF%84%CE%AF%CE%BB%CE%B7%CF%88%CE%B7%CF%82_%CE%9C%CE%B9%CE%B1_%CF%80%CF%81%CE%BF%CF%83%CE%AD%CE%B3%CE%B3%CE%B9%CF%83%CE%B7_%CE%B3%CE%B9%CE%B1_%CF%84%CE%B7%CE%BD_%CE%B5%CF%80%CE%B1%CE%B3%CE%B3%CE%B5%CE%BB%CE%BC%CE%B1%CF%84%CE%BF%CF%80%CE%BF%CE%AF%CE%B7%CF%83%CE%B7_%CF%84%CE%B7%CF%82_%CF%80%CE%B1%CE%B9%CE%B4%CE%B1%CE%B3%CF%89%CE%B3%CE%B9%CE%BA%CE%AE%CF%82_%CE%B4%CF%81%CE%AC%CF%83%CE%B7%CF%82"><img alt="Research paper thumbnail of H βινιέτα ως άσκηση αντίληψης: Μια προσέγγιση για την επαγγελματοποίηση της παιδαγωγικής δράσης" class="work-thumbnail" src="https://attachments.academia-assets.com/97273477/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94957713/H_%CE%B2%CE%B9%CE%BD%CE%B9%CE%AD%CF%84%CE%B1_%CF%89%CF%82_%CE%AC%CF%83%CE%BA%CE%B7%CF%83%CE%B7_%CE%B1%CE%BD%CF%84%CE%AF%CE%BB%CE%B7%CF%88%CE%B7%CF%82_%CE%9C%CE%B9%CE%B1_%CF%80%CF%81%CE%BF%CF%83%CE%AD%CE%B3%CE%B3%CE%B9%CF%83%CE%B7_%CE%B3%CE%B9%CE%B1_%CF%84%CE%B7%CE%BD_%CE%B5%CF%80%CE%B1%CE%B3%CE%B3%CE%B5%CE%BB%CE%BC%CE%B1%CF%84%CE%BF%CF%80%CE%BF%CE%AF%CE%B7%CF%83%CE%B7_%CF%84%CE%B7%CF%82_%CF%80%CE%B1%CE%B9%CE%B4%CE%B1%CE%B3%CF%89%CE%B3%CE%B9%CE%BA%CE%AE%CF%82_%CE%B4%CF%81%CE%AC%CF%83%CE%B7%CF%82">H βινιέτα ως άσκηση αντίληψης: Μια προσέγγιση για την επαγγελματοποίηση της παιδαγωγικής δράσης</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Η παιδαγωγική εργασία απαιτεί την προθυμία να εμπλακούμε σε νέες καταστάσεις και με ανθρώπους στη...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Η παιδαγωγική εργασία απαιτεί την προθυμία να εμπλακούμε σε νέες καταστάσεις και με ανθρώπους στην διαφορετικότητα τους. Το βιβλίο αυτό δεν προσφέρει απλές συνταγές, αλλά μια προσεγμένη προσέγγιση με σημαντικά βήματα για την επαγγελματοποίηση των εκπαιδευτικών. Ακολουθώντας αυτά τα βήματα μέσω μιας ανοιχτής στάσης αντίληψης και τη συμπερίληψη της «σωματικότητας» μπορούμε να οδηγηθούμε σε έναν νέο ή διαφορετικό τρόπο κατανόησης των διαδικασιών της μάθησης και της διδασκαλίας. Με βινιέτες και παραδείγματα από διαφορετικές παιδαγωγικές καταστάσεις παρουσιάζονται οι θεωρητικές έννοιες και ο αναστοχασμός της εφαρμογής τους. H αγγλική και η ελληνική μετάφραση του βιβλίου είναι διαθέσιμες ελεύθερα εδώ: <a href="https://shop.budrich.de/wp-content/uploads/2023/01/9783847418856.pdf" rel="nofollow">https://shop.budrich.de/wp-content/uploads/2023/01/9783847418856.pdf</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d33c0e951bfe3b1e41c01770fce7692a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97273477,"asset_id":94957713,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97273477/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94957713"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94957713"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94957713; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94957713]").text(description); $(".js-view-count[data-work-id=94957713]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94957713; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94957713']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94957713, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d33c0e951bfe3b1e41c01770fce7692a" } } $('.js-work-strip[data-work-id=94957713]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94957713,"title":"H βινιέτα ως άσκηση αντίληψης: Μια προσέγγιση για την επαγγελματοποίηση της παιδαγωγικής δράσης","translated_title":"","metadata":{"doi":"10.3224/84742715","abstract":"Η παιδαγωγική εργασία απαιτεί την προθυμία να εμπλακούμε σε νέες καταστάσεις και με ανθρώπους στην διαφορετικότητα τους. Το βιβλίο αυτό δεν προσφέρει απλές συνταγές, αλλά μια προσεγμένη προσέγγιση με σημαντικά βήματα για την επαγγελματοποίηση των εκπαιδευτικών. Ακολουθώντας αυτά τα βήματα μέσω μιας ανοιχτής στάσης αντίληψης και τη συμπερίληψη της «σωματικότητας» μπορούμε να οδηγηθούμε σε έναν νέο ή διαφορετικό τρόπο κατανόησης των διαδικασιών της μάθησης και της διδασκαλίας. Με βινιέτες και παραδείγματα από διαφορετικές παιδαγωγικές καταστάσεις παρουσιάζονται οι θεωρητικές έννοιες και ο αναστοχασμός της εφαρμογής τους. H αγγλική και η ελληνική μετάφραση του βιβλίου είναι διαθέσιμες ελεύθερα εδώ: https://shop.budrich.de/wp-content/uploads/2023/01/9783847418856.pdf","publication_date":{"day":null,"month":null,"year":2023,"errors":{}}},"translated_abstract":"Η παιδαγωγική εργασία απαιτεί την προθυμία να εμπλακούμε σε νέες καταστάσεις και με ανθρώπους στην διαφορετικότητα τους. Το βιβλίο αυτό δεν προσφέρει απλές συνταγές, αλλά μια προσεγμένη προσέγγιση με σημαντικά βήματα για την επαγγελματοποίηση των εκπαιδευτικών. Ακολουθώντας αυτά τα βήματα μέσω μιας ανοιχτής στάσης αντίληψης και τη συμπερίληψη της «σωματικότητας» μπορούμε να οδηγηθούμε σε έναν νέο ή διαφορετικό τρόπο κατανόησης των διαδικασιών της μάθησης και της διδασκαλίας. Με βινιέτες και παραδείγματα από διαφορετικές παιδαγωγικές καταστάσεις παρουσιάζονται οι θεωρητικές έννοιες και ο αναστοχασμός της εφαρμογής τους. 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Potential und Grenzen der Vignetten- und Anekdotenforschung in Annäherung an das Phänomen Verstehen" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/44861907/Erfahrungen_verstehen_Nicht_Verstehen_erfahren_Potential_und_Grenzen_der_Vignetten_und_Anekdotenforschung_in_Ann%C3%A4herung_an_das_Ph%C3%A4nomen_Verstehen">Erfahrungen verstehen – (Nicht-)Verstehen erfahren. Potential und Grenzen der Vignetten- und Anekdotenforschung in Annäherung an das Phänomen Verstehen</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Die Schwierigkeit, Phänomene des (Nicht-)Verstehens (empirisch) angemessen zu erfassen, wird in d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Die Schwierigkeit, Phänomene des (Nicht-)Verstehens (empirisch) angemessen zu erfassen, wird in diesem Band aus einer breiten (inter-)nationalen und (inter-)disziplinären Perspektive erläutert. Wir alle kennen Erfahrungen des Verstehens und Nicht-Verstehens und wir erfahren diese teilweise als schmerzhaft, beunruhigend oder schwierig. Die Herausforderung, (Nicht-)Verstehen verstehen zu lernen, ist eine respektable. In diesem Band finden sich Grundsatztexte zu unterschiedlichen theoretischen Verständnissen der komplexen Phänomene des Verstehens und Nichtverstehens, forschungsmethodologische Erörterungen angemessener Zugänge zu ihrem empirischen Erfassen sowie praktische Beiträge zur genuin pädagogischen Aufgabe, (fachliche und fachdidaktische) Verstehensprozesse in Unterricht, Schule, Lehrer*innenbildung und Universität zu fördern. Die internationalen Beiträge aus der Schweiz, aus Deutschland, Südafrika und Griechenland helfen in besonderer Weise, Verstehensprozesse und -erfahrungen in Kontexten über Österreich hinausgehend zu diskutieren. Dass der in Innsbruck entwickelte und in Forschungsgruppen in Brixen, Klagenfurt, Wien und Zürich weiterentwickelte Ansatz der phänomenologischen Vignetten- und Anekdotenforschung für Bildungskontexte über spezifischen Kulturen oder Kontexte hinaus attraktiv ist, ist bemerkenswert. Potential und Grenzen dieses Zugangs werden in vielen Beiträgen nicht nur thematisiert und in unterschiedlichsten theoretischen Ansätzen diskutiert, sondern auch in verschiedensten Bildungskontexten auf seine Wirkmächtigkeit hin erprobt.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44861907"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44861907"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44861907; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44861907]").text(description); $(".js-view-count[data-work-id=44861907]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44861907; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44861907']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44861907, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=44861907]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44861907,"title":"Erfahrungen verstehen – (Nicht-)Verstehen erfahren. Potential und Grenzen der Vignetten- und Anekdotenforschung in Annäherung an das Phänomen Verstehen","translated_title":"","metadata":{"abstract":"Die Schwierigkeit, Phänomene des (Nicht-)Verstehens (empirisch) angemessen zu erfassen, wird in diesem Band aus einer breiten (inter-)nationalen und (inter-)disziplinären Perspektive erläutert. Wir alle kennen Erfahrungen des Verstehens und Nicht-Verstehens und wir erfahren diese teilweise als schmerzhaft, beunruhigend oder schwierig. Die Herausforderung, (Nicht-)Verstehen verstehen zu lernen, ist eine respektable. In diesem Band finden sich Grundsatztexte zu unterschiedlichen theoretischen Verständnissen der komplexen Phänomene des Verstehens und Nichtverstehens, forschungsmethodologische Erörterungen angemessener Zugänge zu ihrem empirischen Erfassen sowie praktische Beiträge zur genuin pädagogischen Aufgabe, (fachliche und fachdidaktische) Verstehensprozesse in Unterricht, Schule, Lehrer*innenbildung und Universität zu fördern. Die internationalen Beiträge aus der Schweiz, aus Deutschland, Südafrika und Griechenland helfen in besonderer Weise, Verstehensprozesse und -erfahrungen in Kontexten über Österreich hinausgehend zu diskutieren. Dass der in Innsbruck entwickelte und in Forschungsgruppen in Brixen, Klagenfurt, Wien und Zürich weiterentwickelte Ansatz der phänomenologischen Vignetten- und Anekdotenforschung für Bildungskontexte über spezifischen Kulturen oder Kontexte hinaus attraktiv ist, ist bemerkenswert. 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Potential und Grenzen dieses Zugangs werden in vielen Beiträgen nicht nur thematisiert und in unterschiedlichsten theoretischen Ansätzen diskutiert, sondern auch in verschiedensten Bildungskontexten auf seine Wirkmächtigkeit hin erprobt.","internal_url":"https://www.academia.edu/44861907/Erfahrungen_verstehen_Nicht_Verstehen_erfahren_Potential_und_Grenzen_der_Vignetten_und_Anekdotenforschung_in_Ann%C3%A4herung_an_das_Ph%C3%A4nomen_Verstehen","translated_internal_url":"","created_at":"2021-01-08T05:09:19.327-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36766890,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"Erfahrungen_verstehen_Nicht_Verstehen_erfahren_Potential_und_Grenzen_der_Vignetten_und_Anekdotenforschung_in_Annäherung_an_das_Phänomen_Verstehen","translated_slug":"","page_count":null,"language":"de","content_type":"Work","owner":{"id":36766890,"first_name":"Vasileios","middle_initials":null,"last_name":"Symeonidis","page_name":"VasileiosSymeonidis","domain_name":"ph-freiburg","created_at":"2015-10-22T11:13:29.821-07:00","display_name":"Vasileios Symeonidis","url":"https://ph-freiburg.academia.edu/VasileiosSymeonidis"},"attachments":[],"research_interests":[{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research"},{"id":5178,"name":"Phenomenology","url":"https://www.academia.edu/Documents/in/Phenomenology"},{"id":9302,"name":"Understanding","url":"https://www.academia.edu/Documents/in/Understanding"},{"id":58267,"name":"Vignettes","url":"https://www.academia.edu/Documents/in/Vignettes"},{"id":101744,"name":"Anecdotes","url":"https://www.academia.edu/Documents/in/Anecdotes"}],"urls":[{"id":9186634,"url":"https://www.studienverlag.at/produkt/6045/erfahrungen-verstehen-nicht-verstehen-erfahren/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43413531"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43413531/Europeanisation_in_Teacher_Education_A_Comparative_Case_Study_of_Teacher_Education_Policies_and_Practices"><img alt="Research paper thumbnail of Europeanisation in Teacher Education: A Comparative Case Study of Teacher Education Policies and Practices" class="work-thumbnail" src="https://attachments.academia-assets.com/65045215/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43413531/Europeanisation_in_Teacher_Education_A_Comparative_Case_Study_of_Teacher_Education_Policies_and_Practices">Europeanisation in Teacher Education: A Comparative Case Study of Teacher Education Policies and Practices</a></div><div class="wp-workCard_item"><span>Routledge</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This book explores the phenomenon and process of Europeanisation in the field of teacher educatio...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This book explores the phenomenon and process of Europeanisation in the field of teacher education. Drawing on comparative case studies in Austria, Greece and Hungary, it examines empirical data and analyses key themes around the continuum of teacher education, the development of teacher competence frameworks, and the support to teacher educators.<br /><br />The book is the first of its kind to systematically research the landscape of European teacher education, exploring the interactions between national and European influences in the trajectory of teacher education policy and practice. Chapters offer an original and in-depth understanding of European influences that draw on evidence from policy documents and interviews with relevant stakeholders. It argues that teacher education systems are being Europeanised, although at different speeds and directions for each country. Factors such as the socio-political and economic contexts, historical traits and policy actors’ preferences at both national and institutional levels determine the translation process.<br /><br />This book will be of great interest for academics, educational researchers, practitioners and policymakers in Europe and beyond, informing wider discussions about the emerging European context in teacher education, education policy and what it means to be a European teacher.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1b10e737f81d65bdba7fe5bd000975ec" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65045215,"asset_id":43413531,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65045215/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43413531"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43413531"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43413531; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43413531]").text(description); $(".js-view-count[data-work-id=43413531]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43413531; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43413531']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43413531, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1b10e737f81d65bdba7fe5bd000975ec" } } $('.js-work-strip[data-work-id=43413531]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43413531,"title":"Europeanisation in Teacher Education: A Comparative Case Study of Teacher Education Policies and Practices","translated_title":"","metadata":{"doi":"10.4324/9781003013969","abstract":"This book explores the phenomenon and process of Europeanisation in the field of teacher education. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17168628"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17168628/The_Status_of_Teachers_and_the_Teaching_Profession_A_study_of_education_unions_perspectives"><img alt="Research paper thumbnail of The Status of Teachers and the Teaching Profession: A study of education unions' perspectives" class="work-thumbnail" src="https://attachments.academia-assets.com/39360665/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17168628/The_Status_of_Teachers_and_the_Teaching_Profession_A_study_of_education_unions_perspectives">The Status of Teachers and the Teaching Profession: A study of education unions' perspectives</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This report is based on an extensive survey (responses from 73 Education International (EI) membe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This report is based on an extensive survey (responses from 73 Education International (EI) member organisations from all regions). It reveals the threats to the status of teachers from misguided “reforms” leading to precarious working conditions for teachers and education workers and curbing teachers' professional development, professional autonomy, social dialogue, and involvement in decision-making. Given the intimate relationship between teaching conditions and learning conditions; those same threats endanger the provision of quality education and education as a public good.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0160bf821ad7967f60a4f1d940f0e99f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39360665,"asset_id":17168628,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39360665/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17168628"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17168628"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17168628; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17168628]").text(description); $(".js-view-count[data-work-id=17168628]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17168628; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17168628']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17168628, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0160bf821ad7967f60a4f1d940f0e99f" } } $('.js-work-strip[data-work-id=17168628]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17168628,"title":"The Status of Teachers and the Teaching Profession: A study of education unions' perspectives","translated_title":"","metadata":{"abstract":"This report is based on an extensive survey (responses from 73 Education International (EI) member organisations from all regions). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="5616241" id="thesischapters"><div class="js-work-strip profile--work_container" data-work-id="27593608"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/27593608/Towards_Global_Citizenship_Education_A_comparative_case_study_of_primary_school_policy_and_practice_between_Greece_and_Sweden"><img alt="Research paper thumbnail of Towards Global Citizenship Education: A comparative case study of primary school policy and practice between Greece and Sweden" class="work-thumbnail" src="https://attachments.academia-assets.com/47855827/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/27593608/Towards_Global_Citizenship_Education_A_comparative_case_study_of_primary_school_policy_and_practice_between_Greece_and_Sweden">Towards Global Citizenship Education: A comparative case study of primary school policy and practice between Greece and Sweden</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Global citizenship education (GCE) has recently emerged as a dynamic approach to education captur...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Global citizenship education (GCE) has recently emerged as a dynamic approach to education capturing the interest of various stakeholders, including academics, educators and international organisations worldwide. In an increasingly interconnected and interdependent world, GCE is seen as a transformative pedagogy that can empower learners to resolve growing global challenges, building a more just and sustainable world. This study explores how GCE is “transferred, translated and transformed” (Cowen, 2009a; 2009b; 2006) into contemporary national education policy and practice, through a comparison of experience between Greece and Sweden. Based on a qualitative research approach, the study first examines the discourse of international organisations, such as UNESCO, the European Union and Oxfam, in order to better understand efforts to promote GCE and its implications for teaching and learning. National education curricula on citizenship-related subjects are then analysed to identify how they address GCE, while a third level of analysis involves exploring how primary school teachers and students perceive and implement the particular concept. To this end, document analysis, interviews and focus groups have been employed as methods to gather relevant data.<br />The findings of the study indicate that international organisations have developed a powerful GCE discourse, elements of which can be seen in national education policy and school practice, yet with different emphasis between countries as a result of diverse socio-economic, political and historical contexts. In Greece, the focus on ethnocentrism and Europeanism hinders the effective delivery of GCE, whereas in Sweden, the strong commitment to human rights and internationalism allows to integrate the concept in school practice. The predominant form of global citizenship promoted in both countries is moral cosmopolitan, while critical and postcolonial approaches to the concept do not appear to have been recognised or implemented in practice. Considering all three phases of shape-shifting educational ideas, as defined by Cowen (2006), the study concludes that although policy support for GCE is evident in international and national policy discourse, actual implementation in schools is weak.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ae7c3c98de718c302ff9bc9b053bca70" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":47855827,"asset_id":27593608,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/47855827/download_file?st=MTczMzE2ODg4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="27593608"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="27593608"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27593608; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=27593608]").text(description); $(".js-view-count[data-work-id=27593608]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 27593608; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='27593608']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 27593608, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ae7c3c98de718c302ff9bc9b053bca70" } } $('.js-work-strip[data-work-id=27593608]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":27593608,"title":"Towards Global Citizenship Education: A comparative case study of primary school policy and practice between Greece and Sweden","translated_title":"","metadata":{"abstract":"Global citizenship education (GCE) has recently emerged as a dynamic approach to education capturing the interest of various stakeholders, including academics, educators and international organisations worldwide. 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