Between gate-keeping and support
Teachers’ perception of their role in transition
Bibliographic Data
| ID | 12213331 |
|---|---|
| Authors | Morena Cuconato (0000-0002-3345-7096, University of Bologna, corresponding author), Manuela Du Bois-Reymond, Manuela du Bois‐Reymond (Leiden University), Harry Torsten Lunabba (0000-0001-7783-532X, Society of Swedish Literature in Finland), Harry Lunabba |
| Year | 2015 |
| Volume | 28 |
| Issue | 3 |
| Pages | 311-328 |
| Publication date | 2015-02-06 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Qualitative Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 0951-8398 • E-ISSN: 1366-5898 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09518398.2014.987854 |
| OpenAlex | W2081467687 |
| Language | EN |
| Citations received | 10 |
| References cited | 21 |
This article discusses how teachers perceive their role in supporting and guiding students in transitions. Do teachers see themselves more as gatekeepers or as supporters? The analysis draws upon qualitative data collected in Germany, the Netherlands, Italy, and Finland. Based on the analysis of teachers’ interviews, we developed three constellations of how teachers perceive their role in relation to supporting students: support focused on employability, support focused on access and opportunities, and support focused on students’ well-being. We found that teachers tend to find a balance between all three constellations, but also that the education system (differentiated vs. comprehensive), patterns of collaboration with other youth professionals, and labor market conditions all influence their role
Cognitive psychology · Mathematics education · Perception · Transition (genetics · Chemistry · Computer Science · Education Systems and Policy · Educational and Psychological Assessments · Innovative Education and Learning Practices · Neuroscience · Psychology
Número Completo
Mismos caminos, distintos destinos. Explorando el efecto de las trayectorias educativas y del origen social en las transiciones hacia la educación postobligatoria
Professional linkages at the transition to school
Managing critical transitions
“That way there are no surprises in the end”
Pre-service teachers’ ethical role construction in China
Teacher Perspectives on Primary-Secondary School Transition Projects During the Covid-19 Pandemic
Decision-making and goal setting among young people in residential care
Me, my education and I’
Doing transitions’ in education
Parental background, secondary school track choice, and wages
An Introduction to Qualitative Research
The Discovery of Grounded Theory
Trendsetting Learning Biographies
Teacher discourse, peer relations, significant disability
Education systems as transition spaces
The role of teachers’ shared values and objectives in promoting intercultural and inclusive school cultures
Simply the best for my children’
Me, my education and I’
Doing transitions’ in education
Teachers’ perceptions of professional identity
Activating the disadvantaged. Variations in addressing youth transitions across Europe
What Is Agency
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,91 |
| Citation span | 2015 - 2025 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |