The study is concerned with the process of socialisation of teachers in the teaching profession. Drawing on socialisation theory the study sees the process of secondary socialisation in teacher preparation as building skills and enabling personal development. It was predicted that in the transition from the training institution to the first years of teaching, the degree of job satisfaction and commitment to teaching would be related to the degree of conflict experienced and that job satisfaction and commitment would be less for beginning teachers compared with that anticipated by trainees. Conflict was seen as appropriately measured by the difference between personal professional attitudes and occupational values one the one hand and the professional attitudes and occupational values perceived to be held by senior teachers on the other. Seventy-three final year trainee teachers at the Canberra College of Advanced Education and 47 beginning teachers in their first two years of teaching in Canberra primary and secondary schools, were selected as the sample. Previously validated instruments were used in a questionnaire. The findings clearly showed the existence of conflict between personal professional attitudes and occupational values and the perceived professional attitudes and occupational values of senior teachers. The difference in conflict between trainees and beginning teachers was small and tended to decrease. However, there was a marked increase in variance of conflict scores for women conpared to men. For women also, conflict was highly related to job satisfaction. Thc findings suggested that men tend to be more homogeneous in their adaptation to teaching and are more inclined to be satisfied and committed despite holding professional attitudes and occupational values which conflict with those of senior teachers. The study discusses some of the imlications of the findings for the training institution and the importance, particularly for women teachers, of coping with conflict in the teaching situation.

The word that disappeared - A scientific essay on the child-rearing responsibilities and practical professional knowledge of preschool educators This scientific essay examines how child-rearing tasks of the preschool educator relates to their practical knowledge from a hermeneutical perspective considered in the light of Hannah Arendt's concept of responsibility. The study consists of six subject narratives and an ethno-logical field study carried out at two preschools. Participatory observations and interviews were used as a method. Explored here is how professional responsibility, regulated in the preschool's governing documents, balances out against interpersonal responsibility in an activity where children spend most of their wakening hours and where attention is given to various factors such as the need for freedom, organisation and security. Examined too is how rules, companion education, self-regulation, leadership, adult authority and the application of governing documents weigh up against the concepts of children's' participation, influence and power. The concept of rearing in preschool is a controversial one: This may be due perhaps to connotations of rigid rules and nagging adults, but also that activities of the last decade have developed towards more school-based learning. Preschool teaching contains so much more however. In the daily workings of the enterprise security is established, while children are also learning to deal with materials and environments, learning to take on their own responsibility—exercising independence on a gradual basis. Alongside free play and creative activities, rearing therefore forms a vital element of children's non-cognitive learning that even affects interaction and communication. A concept that has been a part of the preschool world for over a century rearing has now been removed from the preschool curriculum.  Results demonstrate that the task of child-rearing is an element presupposed in a teachers’ practical knowledge. Based on a complex number of variables, children’s best interests are constantly considered. An unspoken gap sometimes arises between the professional’s responsibility and the interpersonal responsibility that they require to bridge the gap. This becomes particularly evident when children require the response of adults with whom they feel secure. In this manner child-rearing activities, previously seen as solely the parents concern, now also fall upon the educator, even if this remains unsaid. It is therefore assumed that the work of child-rearing will remain in preschools even if the word itself disappears. Responsibility, content and praxis, in the question of child-rearing therefore needs to be discussed and highlighted together with parenting to maintain a socially sustainable future. / I denna vetenskapliga essä undersöks hur förskolepedagogers fostransansvar yttrar sig i förhållande till deras praktiska yrkeskunnande ur ett hermeneutiskt perspektiv och i förhållande till Hannah Arendts ansvarsbegrepp. Studien består av sex egenupplevda berättelser och en etnologisk fältstudie utförd på två förskolor där deltagande observationer och intervjuer använts som metod. Här utforskas hur det professionella ansvaret, som regleras i förskolans styrdokument, balanseras mot ett mer mellanmänskligt ansvar i en verksamhet där de flesta barn vistas större delen av sin vakna tid och där hänsyn ska tas till olika faktorer som behov av frihet, organisation och säkerhet. Därför undersöks också hur regler, kamrat-fostran, självreglering, ledarskap, vuxenauktoritet och tillämpning av styrdokument avvägs mot begrepp som barns delaktighet, inflytande och makt. Fostransbegreppet är omstritt i förskolan. Det kan bero på att det förknippas med stelbenta regler och tjatiga vuxna, men det kan även spela en roll att verksamheten utvecklats i riktning mot ett mer skolämnesbaserat lärande under de senaste tio åren. Undervisningen i förskolan är dock så mycket mer. I grund-verksamhetens dagliga rutiner etableras trygghet samtidigt som barnen lär sig att hantera material och miljöer liksom att ta ansvar för sig själva och stegvis utöva självständighet. Tillsammans med fri lek och skapande aktiviteter utgör därför fostran en viktig del av barns icke-kognitiva lärande som även berör samspel och kommunikation. Ett begrepp som varit en del av förskolans värld i över hundra år och som nu stryks ur förskolans läroplan.   Resultatet visar att fostransuppdraget existerar som en förgivettagen del av pedagogernas praktiska kunskap. Utifrån en mängd komplexa variabler görs ständiga överväganden för barnens bästa. Ibland uppstår även ett outtalat tomrum mellan yrkesansvaret och det mellanmänskliga ansvaret som de behöver överbrygga. Något som blir särskilt tydligt när barn kräver gensvar av vuxna som de känner sig trygga med. Fostranshandlingar som tidigare sågs som föräldrarnas ensak blir på så vis också pedagogernas även om det förblir outtalat. Man kan därför anta att arbetet med fostran kommer att leva kvar i förskolan även om själva ordet försvinner. Ansvar, innehåll och praktiskt handlande i fostransfrågan behöver därför diskuteras och lyftas fram tillsammans med föräldrasamverkan för en socialt hållbar framtid.