Head masters working conditions and the evaluation of newly qualified teachers (RAOL-project)

How will the implementation of a Teacher Registration reform influence headmasters’ perceptions and performance of their leadership? How will the newly graduated teachers’ (NQT) probation year and the evaluation impact headmasters’ working and professional position? How do headmasters assess their competence to perform such evaluations? What organizational structures and/or individual factors support or impede the headmasters’ work during the process of evaluating NQTs?

These are some of the issues studied in the research project "The Headmasters’ work and evaluation of newly qualified teachers. A study of changing working conditions for headteachers during the implementation of teacher registration in Sweden. The project, called the RAOL-project, is conducted during 2013-2016 and is funded by AFA Insurance and the University of Gävle.

The research project is managed by the Induction Research Group at the University of Gävle, and participating researchers are:

Professor Göran Fransson, (project leader), +46(0)70-321 29 09, gfn@hig.se
Associate professor Anneli Frelin, anefrn@hig.se
Dr. Jan Grannäs, jgs@hig.se
Professor Gunnar Berg (Scientific consult), Mid-Sweden University


Publications/presentations:

Reports:
Fransson, G., Frelin, A. & Grannäs, J. (2017). Rektorer och lämplighetsprövningen av nyutbildade lärare. FoU-rapport nr. 45. Högskolan i Gävle: Gävle University Press.

Bookchapters:
Fransson, G.(2014). A Culture of Trust or an Ideology of Distrust? Comparing Finnish and Swedish educational culture and the impact on national mentoring approaches. In F. Kochan, A. Kent & A. Green (Eds.). Uncovering the Hidden Cultural Dynamics in Mentoring; Uncovering the Complexities, Information Age Press: Charlotte, N.Carolina, USA.

Conferense-presentations (peer reviewed):
Fransson, G., Frelin, A. & Grannäs, J. (2017). Rektorer och lämplighetsprövningen av nyutbildade lärare. FoU-rapport nr. 45. Högskolan i Gävle: Gävle University Press.

Frelin, A., Fransson, G. & Grannäs, J. (2016). Relational dimensions of policy enactment. Principals’ experiences of relations with NQT during the teacher registration reform. Paper presented at The American Educational Research Association (AERA) annual meeting, 8-12 April, 2016, Washington, USA.

Grannäs, J., Fransson, G. & Frelin, A. (2016). Principals’ assessments of NQTs’ competences – the use of informal and interpersonal sources of information for assessment. Poster presented at The American Educational Research Association (AERA) annual meeting, 8-12 April, 2016, Washington, USA.

Fransson, G., Frelin, A. & Grannäs, J (2015). Resources and Support for Principals’ Assessment of Newly Qualified Teachers During a Teacher Registration Reform. Paper presented at The European Conference on Educational Research (ECER), 8-11 september 2015, Budapest, Bulgarien.

Fransson, G. (2014). Comparing Finnish and Swedish educational culture and the impact on national mentoring approaches. Paper presented at The European Conference on Educational Research (ECER), 2-5 september 2014, Porto, Portugal.

Fransson, G. (2014). Educational culture and the impact on national mentoring approaches. Comparing issues of trust, research-based development and ideology in a Finnish and Swedish educational context. Paper presented at The American Educational Research Association (AERA) annual meeting, 3-7 April, 2014, Philadelphia, USA.

Fransson, G., Frelin, A. & Grannäs, J (2014). Exploring a conceptual framework for research on Induction and Mentoring. Combining Policy enactment, task perception, and agency. Paper presented at The American Educational Research Association (AERA) annual meeting, 3-7 April, 2014, Philadelphia, USA.

Publicerad av: Zara Lindahl Sidansvarig: Svante Brunåker Sidan uppdaterades: 2017-06-28
Högskolan i Gävle
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