Socialisation at School. The Pedagogical Dimension of Teaching in Dutch Primary Schools
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| Title: | Socialisation at School. The Pedagogical Dimension of Teaching in Dutch Primary Schools |
|---|---|
| Language: | English |
| Authors: | Hooge, Edith, Collignon, Debby |
| Source: | Education and Society. 2014 32(1):63-81. |
| Availability: | James Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail: custservice@jnponline.com; Web site: https://www.jamesnicholaspublishers.com.au/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Qualitative Research, Elementary School Teachers, Socialization, Elementary Schools, Professional Identity, Parent Teacher Cooperation, Urban Schools, Semi Structured Interviews, Teacher Responsibility, Teacher Role, Coding |
| Geographic Terms: | Netherlands |
| DOI: | 10.7459/es/32.1.05 |
| ISSN: | 0726-2655 |
| Abstract: | This article reports on a qualitative-interpretative study about how Dutch primary teachers understand socialisation at school, which pedagogical tasks and activities they perform and how they fit this within their professional identity. Teachers unanimously report socialisation to be part of their job. Four types of views on the pedagogical dimension of professional identity are identified here, nurtured by personal or professional concerns and by the extent to which teachers integrate or delimit their pedagogical tasks. Another key finding is that socialisation at school cannot be viewed separately from teacher-parent contacts, however difficult primary teachers may find such contacts. |
| Abstractor: | As Provided |
| Number of References: | 33 |
| Entry Date: | 2018 |
| Accession Number: | EJ1177508 |
| Database: | ERIC |
| Abstract: | This article reports on a qualitative-interpretative study about how Dutch primary teachers understand socialisation at school, which pedagogical tasks and activities they perform and how they fit this within their professional identity. Teachers unanimously report socialisation to be part of their job. Four types of views on the pedagogical dimension of professional identity are identified here, nurtured by personal or professional concerns and by the extent to which teachers integrate or delimit their pedagogical tasks. Another key finding is that socialisation at school cannot be viewed separately from teacher-parent contacts, however difficult primary teachers may find such contacts. |
|---|---|
| ISSN: | 0726-2655 |
| DOI: | 10.7459/es/32.1.05 |
