Between gate-keeping and support: teachers’ perception of their role in transition

Abstract

This article discusses how teachers perceive their role in supporting and guiding students in transitions. Do teachers see themselves more as gatekeepers or as supporters? The analysis draws upon qualitative data collected in Germany, the Netherlands, Italy, and Finland. Based on the analysis of teachers’ interviews, we developed three constellations of how teachers perceive their role in relation to supporting students: support focused on employability, support focused on access and opportunities, and support focused on students’ well-being. We found that teachers tend to find a balance between all three constellations, but also that the education system (differentiated vs. comprehensive), patterns of collaboration with other youth professionals, and labor market conditions all influence their role.

Keywords:

• professional identity
• transition support
• national and European educational politics
• comparative teacher research

Notes

1. In Germany and the Netherlands, students are tracked from after primary school at the age of 10 and 12, respectively. In Finland and Italy, all students go through the same basic education until the age of 15 and 14, respectively. Moreover, these four countries mirror different transition regimes, providing different transition supports: in Finland, a multidisciplinary team in school; in Germany and the Netherlands, school social work and mentors funded and employed outside but working inside school, while in Italy with no external professionals at school, guidance is up to teachers.

2. The schools are located in the cities of Stuttgart, Leipzig, and Duisburg in Germany; Rotterdam, Amsterdam, and Arnhem/Elst in the Netherlands; Bologna, Ancona, and Catania in Italy; and Tampere, Turku, and Helsinki in Finland.