Linda Heiðarsdóttir - A teacher and headteacher

A teacher needs reliable data to be able to validate what competencies have been accomplished

Abstract

Professions such as nursing, medicine, and law reflect a comprehensive concept of professional identity that is generally acknowledged. The professional identity of teachers, on the other hand, seems more ambiguous regarding theory and practice. Consequently, some Icelandic scholars (cf. Loftur Guttormsson, 2015; Sigrún Aðalbjarnardóttir, 2002; Sigurjón Mýrdal, 1992) have been reluctant to recognise teaching as a fully-fledged profession.

The ambiguity of teacher identity has been described as featuring different ʻparadigmsʼ of professionalism. Menter, Hulme, Elliot and Lewin (2010) suggest four such ʻparadigmsʼ: First, the effective teacher stresses the organisation of education for economic and social success. Secondly, the reflective teacher is conceived as a professional in collecting data, analysing and then planning further steps. Third, the enquiring teacher cultivates a scientific research approach. Fourth is the transformative teacher, the opposite of the effective teacher. Instead of transmitting knowledge for success in present society, the transformative teacher prepares pupils for changes in society as a whole.

There has been a strong debate about the professional status of teachers since teacher education became an academic discipline in 1971. Wolfgang Edelstein (1988) asked if we had not thereby confirmed teacher education as such and teaching as a ʻprofessionʼ not as a ʻjobʼ. My interviewee has certainly demonstrated that Edelstein´s question deserved attention. The answer should be yes as far as Linda Heiðarsdóttir is concerned.

I am convinced that colleagues and other co-workers have identified an interesting ʻcombinationʼ of the above delineated ʻparadigmsʼ in her work. She has become an ambitious professional, emphasising her students´ success, constantly reflecting and analysing tasks, and enquiring and preparing pupils and colleagues for new challenges in real life.

Reykjavík derives its name from hot springs in the old eastern part of town and the steam they generate (Smoke Bay). They are located in Laugardalur, where the roots of my interviewee lie. She was born and brought up here. Today, the hot springs provide hot water for the busiest swimming pool in Iceland, receiving two million guests each year. Linda´s elementary school, Laugarnesskóli, and her lower-secondary school, Laugalækjarskóli, are both located near the swimming pool and not far from the other side of the pool is a big family park. Like her father before her, she attended school and leisure activities here, as her children also did. Eventually, she also worked in both schools, first as a support staff member, teacher and administrator.

Linda Heiðarsdóttir graduated with a B.Ed. Degree from the Iceland University of Education (IUE) in 2006. She and her fellow students were among the last cohorts attending traditional on-site teacher education. The cohorts at IUE were much larger then, and exciting activities offered face-to-face activities not often found in initial teacher education today. During our interview, Linda talked frequently about the pleasant atmosphere she experienced during those years at the IUE from 2003 to 2006, the importance of belonging to a ʻclassʼ, staying on the premises of the school, communicating with fellow students and teachers all day and often in the evening until nighttime: ʻWe even established a so-called ‘wisdom club’ where we discussed the contents of courses, school politics etc.ʼ Working together on-site and in face-to-face discourse turned out to be key factors in Linda´s initial education as a teacher.

After graduating, Linda has spent most of her time as an administrator in lowersecondary schools. During that time, the school system underwent fundamental changes; new laws and a new national curriculum came into effect, featuring changes affecting the school community exceedingly regarding assessment practices. Learning outcomes and assessment criteria became key concepts completely under the control of teachers and administrators in each school while central testing was abandoned. Linda has focused strongly on assessment practices, both formative and summative assessment, especially the latter, concerning criteria standardisation and grading. She surveyed teachers, administrators, parents and students focusing on their experiences with the new assessment system.

When asked how she views herself as a future educator, she admits that her ideal situation would be to function as an administrator, collaborating intensively with students and teachers, but she would prefer not to work as a traditional principal buried behind a pile of paperwork all day. When asked about future expectations concerning the school system as a whole, she mentioned democracy in schools, especially regarding students, their voices and rights. But we must also focus on their responsibilities and moral duties. Finally, Linda points out that current changes associated with education include decreasing the status of traditional school subjects and instead more tendency towards integrating different ideas and projects, where ICT and multiculturalism play a significant role.