Med egna ord : Nyutexaminerade lärares berättelser om praxischocken, vägen in i läraryrket och kampen för en professionell identitet

Sammanfattning

The transition from teacher education to the teaching profession constitutes of a critical phase often described as a “praxis shock”. Despite public discourse concerning a widespread teaching shortage in Sweden, many newly graduated teachers face significant challenges in establishing themselves on the work field. The purpose of this study is to examine newly graduated teachers’ experiences of this transition, their perception of the job market, and the correspondence between their education and the actual demands of their profession. The study is based on a qualitative method using semi-structured interviews with ten participants. The empirical material is analysed through a theoretical framework combining Pierre Bourdieus’ concept of habitus capital and field together with Victor Turners’ theory of rites and passage and liminality. The result indicates in a profound discrepancy between the academic habitus and the practical requirements of the school field. Participants describe an “involuntary liminality”, where they are unable to fully integrate into the professional community due to structural barriers, such as schools prioritizing unqualified staff for economic reasons. This creates a “competence paradox” where the qualified teachers lack the practical skills to be fully accepted as established teachers, whilst often getting replaced by the unqualified staff. Furthermore, the study highlights how the teacher education is perceived as overly theoretical, lacking preparation for the administrative tasks and conflict management. Consequently, teachers experience a loss of professional autonomy and exposure to symbolic violence, leading to feelings of exploitation and de-professionalization during their entry into the job market.