Unn-Doris K Bæck
Biographic Data
| ID | 173069 |
|---|---|
| NAME | Unn-Doris K Bæck |
| GIVEN NAMES | Unn-Doris K |
| FAMILY NAME | Bæck |
| SIGNATURE | BÆCK U K |
| AFFILIATIONS | UiT The Arctic University of Norway |
| ORCID | 0000-0003-3613-2278 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
“Here Comes the Teacher”
This study examines the complexities faced by teachers in rural Finland, focusing on tensions between professional roles and social lives within tight-knit communities. This research addresses the challenges of maintaining well-qualified teaching staff in rural schools. The purpose of the study is understanding the experiences of rural teachers and the challenges they face, including high visibility, community expectations, and blurred boundaries…
The Morphogenesis of the Norwegian Educational System
Being Able to Stay or Learning to Stay
This study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Arc…
Hans Dorf og Jens Rasmussen (red.)
We are the professionals’
The study examines teachers' attitudes and experiences regarding home–school cooperation. Teachers constitute a powerful group in school compared with parents, and this relationship is interpreted through Bourdieu's concept of social field, as a power relation. The empirical analyses are based on a mixed‐methods approach with survey and qualitative interviews among teachers in Norway. The results show that while teachers experience the interactio…
Bokomtaler
We are the professionals’
The study examines teachers' attitudes and experiences regarding home–school cooperation. Teachers constitute a powerful group in school compared with parents, and this relationship is interpreted through Bourdieu's concept of social field, as a power relation. The empirical analyses are based on a mixed‐methods approach with survey and qualitative interviews among teachers in Norway. The results show that while teachers experience the interactio…
The Morphogenesis of the Norwegian Educational System
Bokomtaler
We are the professionals’
The study examines teachers' attitudes and experiences regarding home–school cooperation. Teachers constitute a powerful group in school compared with parents, and this relationship is interpreted through Bourdieu's concept of social field, as a power relation. The empirical analyses are based on a mixed‐methods approach with survey and qualitative interviews among teachers in Norway. The results show that while teachers experience the interactio…
Hans Dorf og Jens Rasmussen (red.)
Being Able to Stay or Learning to Stay
This study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Arc…
The Morphogenesis of the Norwegian Educational System
“Here Comes the Teacher”
This study examines the complexities faced by teachers in rural Finland, focusing on tensions between professional roles and social lives within tight-knit communities. This research addresses the challenges of maintaining well-qualified teaching staff in rural schools. The purpose of the study is understanding the experiences of rural teachers and the challenges they face, including high visibility, community expectations, and blurred boundaries…
Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Mathematics education (2 works) · Philosophy (2 works) · Qualitative research (2 works) · Social science (2 works) · Teacher Education and Leadership Studies (2 works) · Biology (1 work) · Compulsory education (1 work)