Practicing the Teaching Profession: Different Contexts, Different Conditions?
Teaching is often described as a job where every day is different. Indeed, the job involves various goals and demands, which in fact even at times contradict each other. In addition, the pupils are individuals with individual needs and characteristics. These circumstances point at the complexity of the job. Numerous of studies highlight teaching, what it involves and what the conditions for practicing it are. However, an imperative issue to rise is whether the existing descriptions include teachers working in indigenous contexts. How is the job perceived/experienced by teachers in indigenous contexts? Do these teachers identify any context-specific conditions? Are there context-specific conditions which are problematic? If so, how? This paper is based on interviews with teachers in indigenous contexts in Sweden and Australia. The aim is to highlight working conditions among teachers in indigenous contexts, because if there are problematic issues they need to be addressed in light of these teachers’ centrality in terms of cultural bearers and learning for their pupils.
Keywords: Teaching Profession, Working Conditions, Indigenous Contexts, Teachers' Learning
Dr. Karolina Parding
Postdoctoral Fellow, Department of Human Work Sciences, Luleå University of Technology