Tidigare VAL-studenters sätt att erfara klassrumsledarskap : en fenomenografisk studie

Sammanfattning

This thesis examines how former students in the Swedish Validation of Prior Learning (VAL) programme, now practising teachers, experience classroom leadership and how the relationship between educational content and professional practice is expressed in their ways of experiencing the phenomenon. The study adopts a phenomenographic approach, using variation theory as its theoretical framework, and is based on semi-structured interviews with teachers who have completed VAL. The findings reveal qualitative variation in how classroom leadership is experienced, ranging from a focus on structure and order to ways of experiencing in which relational and didactic aspects are held together. Differences are also identified in how educational content is related to professional practice. Reflection, supervision and organisational support emerge as central conditions for giving educational content meaning in teaching practice.