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Early career teachers’ beliefs and management of work intensification in Norway and Spain

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dc.contributor.authorAntonsen, Yngve
dc.contributor.authorPortela Pruaño, Antonio
dc.contributor.authorStenseth, Anna-Maria
dc.contributor.authorSkytterstad, Remi
dc.contributor.departmentDidáctica y Organización Escolares
dc.date.accessioned2025-06-10T06:56:13Z
dc.date.available2025-06-10T06:56:13Z
dc.date.issued2024-12-28
dc.description© The Author(s) 2024. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/ This document is the Published Manuscript version of a Published Work that appeared in final form in Journal of Educational Change. To access the final edited and published work see https://doi.org/10.1007/s10833-024-09524-xes
dc.description.abstractThis article provides a comparative analysis of primary and secondary early career teachers (ECTs) in Norwegian and Spanish schools. We compared ECTs’ beliefs on what work intensification involves and the ways they address it at their workplaces across these two different national contexts. The theory of practice architectures is used as an analytical lens to thematically examine data from two qualitative studies that involved semi-structured interviews with 26 Norwegian and 23 Spanish ECTs, plus four Spanish focus groups. The participating ECTs from both countries described tensions linked to the responsibility in work and tensions linked to relational work. The lack of resources in schools had a negative influence on the teachers’ work, especially to plan and perform student-active teaching and inclusive education. The ECTs faced tensions in sustaining positive relations for all their students and parents but reached out to their colleagues for support. This article discusses how ECTs in both countries manage work intensification in their practice by using strategies of ‘being less responsible’, ‘lowered work standards’, and detachment. The theory of practice architectures helped to widen our understanding of work intensification and how teachers could manage it.es
dc.formatapplication/pdfes
dc.format.extent26es
dc.identifier.citationJournal of Educational Change, 2024
dc.identifier.doihttps://doi.org/10.1007/s10833-024-09524-x
dc.identifier.issnPrint: 1389-2843
dc.identifier.issnElectronic: 1573-1812
dc.identifier.urihttp://hdl.handle.net/10201/155765
dc.languageenges
dc.publisherSpringeres
dc.relationOpen access funding provided by UiT The Arctic University of Norway (incl University Hospital of North Norway) The Norwegian part of this work was supported by The Research Council of Norway under Grant 320273, Partnership for Sustainable Transition from Teacher Education to the Profession (STEP): Becoming a professional teacher. The Spanish part of this work was supported by the Ministry of Science and Innovation (Spain), AEI (Spain), and European Regional Development Fund (European Union) [Project RTI2018-098806-B-I00].es
dc.relation.ispartofDesarrollo profesional intergeneracional en educación: implicaciones en la iniciación profesional del profesoradoes
dc.relation.publisherversionhttps://link.springer.com/article/10.1007/s10833-024-09524-xes
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectWork intensificationes
dc.subjectEarly career teacherses
dc.subjectTheory of practice architectureses
dc.subjectNorwayes
dc.subjectSpaines
dc.subjectPrimary and secondary schooles
dc.subject.otherCDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo librees
dc.titleEarly career teachers’ beliefs and management of work intensification in Norway and Spaines
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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