Multitasking and synchronous work: complexities in teacher work

Göran Brante

    Research output: Contribution to journalArticlepeer-review

    Abstract

    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.

    Original languageEnglish
    Pages (from-to)430-436
    Number of pages6
    JournalTeaching and Teacher EducationAn International Journal of Research and Studies
    Volume25
    Issue number3
    DOIs
    Publication statusPublished - 2009

    Swedish Standard Keywords

    • Pedagogy (50301)
    • Social Sciences (5)

    Keywords

    • multitasking
    • synchronous work
    • teacher work
    • teachers' work condition

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