The teacher profession has certain conditions when it comes to time use. On the one hand, teaching is normally strictly scheduled during the day and week. Increasingly, at least in the Swedish context, also other duties are scheduled, like formal meetings and planning with colleagues. On the other hand, there is still a high degree of freedom when it comes to teachers’ use – in time and space – of the rest of the working hours. What is teachers’ everyday life like in a week perspective?
In this paper we analyse and visualize the activity rhythm of teachers in compulsory school and non-formal adult education in the folk high school. The analysis is based on two data sets with similarities and differences. 3626 compulsory-school teachers filled in a one-day time diary each, on one of the weekdays Monday–Friday. 94 folk high school teachers filled in seven time diaries each, during a week Monday-Sunday. As data on compulsory-school teachers’ weekends are lacking, the focus will be activity patterns during weekdays, Monday–Friday.
We use the data for an analysis based on basic time-geographic concepts (activities, projects and constraints) and methods (visualizations). We also discuss weaknesses and strengths of the whole week data collection and the one-day diaries, and the consequences of these different approaches for the analysis. E.g., the work rhythm of the week, in this paper focussing on the weekdays, can be identified on an individual level for the folk high school teachers, and the interweaving of work and private activities can be revealed in a week perspective. For the compulsory-school teachers, the data based on one-day diaries from different individuals mean that the rhythm of the week can be identified at aggregated level and day by day only, while the important day-to-day sequential flow of activities is lost.
The results will show similarities and differences between teachers work in compulsory school and folk high school when it comes to the interweaving of teaching, planning, and administrative work-activities, and of work and private life. The influence of the schedule will also be identified in relation to time for breaks and recovery during the day.
time geography, compulsory school teacher, folk high school teacher, activity, project, constraint, visualisation
43rd Congress of the Nordic Educational Research Association, Gothenburg, March 4–6, 2015