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Multitasking and synchronous work: complexities in teacher work
Kristianstad University College, School of Teacher Education. (Arbete i skolan)
2009 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, Vol. 25, no 3, 430-436 p.Article in journal (Refereed) Published
Abstract [en]

Teacher work is described as increasing in complexity and intensity. Reasons for this include societal changes, reformed and increased work tasks, and the changed moral and normative character of teacher work, but also teachers' experiences of doing more than one thing at the same time, and of thinking about one's work at all times. The concept of multitasking is discussed as it relates to teachers' activities. The study is based on data collected with an organizational sampling method (OSM). The concept of synchronous work is developed and discussed as it relates to structural influences, involving concepts that conflict in some respects. It is concluded that the confrontation between teacher engagement and structural and social constraints can lead to work satisfaction, frustration, indifference or ignorance.

Place, publisher, year, edition, pages
2009. Vol. 25, no 3, 430-436 p.
Keyword [en]
multitasking, teacher work, synchronous work, teachers' work condition
National Category
Pedagogy Social Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-5328DOI: 10.1016/j.tate.2008.09.015ISI: 000264372200008OAI: oai:DiVA.org:hkr-5328DiVA: diva2:278103
Available from: 2009-11-23 Created: 2009-11-23 Last updated: 2009-12-14Bibliographically approved

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Brante, Göran
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CiteExportLink to record
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Citation style
  • apa
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  • de-DE
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  • nn-NO
  • nn-NB
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  • Other locale
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Output format
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  • asciidoc
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