| 1. |
- Beach, Dennis, 1956-, et al.
(författare)
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Schooling and the professionalisation of teaching in Sweden: A socio-historical perspective
- 2022
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Ingår i: The Staus of the Teaching Profession. - Oxford : Routledge. - 9780367487300 - 9781003042563 ; , s. 101-121, s. 101-121
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Bokkapitel (refereegranskat)abstract
- This chapter presents a socio-historical perspective on the origin and development of the Swedish school field and the teaching professions. With Bourdieu as a source of inspiration, the school field is defined as a system of specialized institutions and agents (church, state, academy, teachers’ unions) who, based on different interests and positions, compete for recognition and power to define the aims and subject content of school education. The historical overview shows how the struggles between established and competing knowledge ideals and interests challenged the existing field structures and resulted in the establishment of new school forms and teacher categories. The history of the school field is presented in five phases. The first three phases cover the emergence, formation and consolidation of a socially segregated school system. The fourth phase begins with the welfare state’s efforts to counteract the segmentation characterizing the traditional schools and teacher categories, by establishing a secularized and integrated school system with a unified teaching profession. Also, referring to Freidson (2001), the development of profession-specific knowledge was an important State initiative. Today the school field is characterized by communalization and deregulation and new logics of segmentation have had far reaching consequences for teaching as profession.
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| 2. |
- Nilsson-Lindström, Margareta, et al.
(författare)
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Schooling and the professionalization of teaching in Sweden: A socio-historical perspective on the logics of segmentation
- 2021
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Ingår i: The status of the teaching profession: interactions between historical and new forms of segmentation.
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Bokkapitel (refereegranskat)abstract
- This chapter presents a socio-historical perspective on the origin and development of the Swedish school field and the teaching professions. With Bourdieu as a source of inspiration, the school field is defined as a system of specialized institutions and agents (church, state, academy, teachers’ unions) who, based on different interests and positions, compete for recognition and power to define the aims and subject content of school education. The historical overview shows how the struggles between established and competing knowledge ideals and interests challenged the existing field structures and resulted in the establishment of new school forms and teacher categories. The history of the school field is presented in five phases. The first three phases cover the emergence, formation and consolidation of a socially segregated school system. The fourth phase begins with the welfare state’s efforts to counteract the segmentation characterizing the traditional schools and teacher categories, by establishing a secularized and integrated school system with a unified teaching profession. Also, referring to Freidson (2001), the development of profession-specific knowledge was an important State initiative. Today the school field is characterized by communalization and deregulation and new logics of segmentation have had far reaching consequences for teaching as profession.
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| 3. |
- Nilsson-Lindström, Margareta
(författare)
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Swedish School Reforms and Teacher Professionalism
- 2020
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Ingår i: Professions and Professionalism. - : OsloMet - Oslo Metropolitan University. - 1893-1049. ; 10:3, s. 38-78
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Tidskriftsartikel (refereegranskat)abstract
- The education policy of the last few decades has significantly changed the Swedish school system. Municipalization and deregulation reforms were implemented in parallel with an internationally prescribed professionalization of teachers. This seemingly contradictory combination has reshaped not only teachers’ attitudes and actions but also those of principals and students as managers and consumers. In light of these changes, the professionalization of teachers and the strategic importance of a teacher-specific knowledge base, multi-year academic training, certification and career steps are analysed. Based on Freidson's three competing work organization and control logics, this article focuses on how the mix of logics has changed at the expense of professionalism in favour of bureaucracy and the market. The professionalization reforms have in some respects benefited teachers, especially with regard to their positions in the labour market. In other respects, the actions of managers and consumers have resulted in restrictions on teachers' autonomy as professionals.
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