Berättelser om lärarens mång- och tvetydliga vardag

: ett komplexitetsteoretiskt perspektiv

Abstract

The purpose is to use complexity theories to describe, interpret and understand teacher's everyday life. An everyday life where the predictable and the unpredictable exist in parallel. In relation to the teacher's everyday life and complexity theories, scientific basis and evidence are discussed. To show a cohesive complexity, the study has a narrative approach. A narrative approach is close to the structure of everyday life where the known and the unknown exist in symbiosis. To collect rich stories about the teacher's everyday life, qualitative interviews were used as a method. The result shows the circular causality that exists in non-linear systems. The teacher's everyday life contains many different processes that create a high degree of complexity. Some key processes are communication, relationships and complexity that are closely linked. Words that have in common the local interaction that includes the social as well as material things where there are possibilities of action. It is the multilateral job description that, among other things, creates the complexity of teachers' everyday lives. Structures and routines are important in order to be able to reduce the complexity of everyday life to a certain extent. Further on to deal with the paradox between control and non-control. Based on complexity theories, structures must contain the opportunity to be interpreted, adapted and translated to the practice. The school is a non-linear system and evidence-based practice is based on a linear system. In order to be able to interact with the practice, government investment in school to increase a more scientific ground. One of these projects is called, “läslyftet”. These projects need to take into account the processes and the unique in the practice. The study's contribution is to use complexity theories to show other perspectives on how change can take place in school. Specifically, how scientific basis and evidence can interact in the complex practice. Furthermore, show how complexity theories can help to make it possible to find new paths to development within school.