Abstract
This chapter deals with teachers’ work with a focus on teachers’ working life conditions, professional and expertise, autonomy and organisational control in education. We start with developing notions on professional work life based on Jürgen Habermas’s (1989) differentiation between life-world and system-world and Pierre Bourdieu’s (1984) concepts of practice and social field. These theoretical notions were developed in an analysis of data from a survey of 3,300 teachers in Finland, Ireland and Sweden. An additional rationale for this quantitative study was to give a comprehensive view of teachers’ and nurses’ situations as a supplementary approach to life histories and ethnographies in the Profknow project (Müller et al eds. 2007, Kosonen & Houtsonen eds. 2007).
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Sohlberg, P., Czaplicka, M., Lindblad, S. (2011). Teachers’ Working Life Under Restructuring. In: Goodson, I.F., Lindblad, S. (eds) Professional Knowledge and Educational Restructuring in Europe. Studies in Professional Life and Work, vol 4. SensePublishers. https://doi.org/10.1007/978-94-6091-379-2_4
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DOI: https://doi.org/10.1007/978-94-6091-379-2_4
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