En reformerad lärare: Konstruktionen av en professionell och betygssättande lärare i skolpolitik och skolpraktik

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MARC

Mickwitz, Larissa,1969-Stockholms universitet,Institutionen för pedagogik och didaktik,Södertörns högskola,Pedagogik,Lärarutbildningen,Stockholms universitet, Institutionen för pedagogik och didaktik (author)

En reformerad lärare : Konstruktionen av en professionell och betygssättande lärare i skolpolitik och skolpraktik

BookSwedish2015

Publisher, publication year, extent ...

Stockholm :Institutionen för pedagogik och didaktik, Stockholms universitet,2015
310 s.
electronicrdacarrier

Numbers

LIBRIS-ID:oai:DiVA.org:su-115348
ISBN:9789176491096
ISBN:9789187843198
https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-115348URI
https://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26895URI

Supplementary language notes

Language:Swedish
Summary in:English

Part of subdatabase

SwePubSwePub

Classification

Subject category:vet swepub-contenttype
Subject category:dok swepub-publicationtype

Varying forms of title

School reform and the teacher :The construction of a professional and assessing teacher in policy and teacher interviews

Series

Doktorsavhandlingar från Institutionen för pedagogik och didaktik ;37
Södertörn Doctoral Dissertations,1652-7399 ;107

Notes

This doctoral thesis investigates the interrelatedness between school policy and practice. In the thesis, the construction of “the teacher” is analysed in school policy documents and teacher interviews. I am particularly interested in the relation between school policy and school practice in light of the two latest curriculum reforms 1994 and 2011 and the teacher accreditation registration reform of 2011. The analysis focuses on two topics: grading and the professional teacher. In fact, an analytic link is made between the emphasis on grading and the discursive construction of the teacher in Swedish education policy. The theoretical framework is positioned within institutional theory within which I combine curriculum theory and the sociological new institutionalism with discourse theory. The analyses of policy documents reveals three types of different discursive constructions of “the teacher”. In the period of deregulation and decentralization, a professional teacher is constructed and the need for an autonomous teacher for school quality is expressed. By the 1990s -2000s an unprofessional grading teacher is constructed. In the period signifying the teacher accreditation and registration reform, a quality assured teacher is constructed. It is a teacher who is formally authorized and in need of continuing evaluation. In the focus groups interviews teachers constructs two types of professionalism. One is in line with the professionalism articulated in the policy texts and is about control and formal regulation and the other is about autonomy. Furthermore, the teachers relate to grading and teachers' ability to act in accordance with their overall teaching assignment. Grading were often constructed opposed to teaching. Demands for documentation, quality reports or the requirement of teacher accreditation is described as institutional practices defined from above. These practices make it difficult for teachers to complete their teaching assignments. The study indicates that teachers' ability to operate in an increasingly regulatory schooling culture has, through the types of requirements for transparency in teachers’ work, resulted in the decline of autonomy in their professional practice.

Subject headings and genre

SAMHÄLLSVETENSKAP Utbildningsvetenskap Pedagogik hsv//swe
SOCIAL SCIENCES Educational Sciences Pedagogy hsv//eng
teachers
professionalism
grading
school reform
curriculum theory
institutionalism
discourse theory
policy analysis
lärare
professionalism
betyg
läroplansteori
institutionalism
diskursteori
skolreformer
policyanalys
pedagogik
Education

Added entries (persons, corporate bodies, meetings, titles ...)

Lundahl, Christian,ProfessorÖrebro universitet (thesis advisor)
Hellstén, Meeri,ProfessorSödertörns högskola,Pedagogik (thesis advisor)
West, Tore,ProfessorStockholms universitet,Institutionen för pedagogik och didaktik,Stockholms universitet, Institutionen för pedagogik och didaktik (thesis advisor)
Sundberg, Daniel,DocentLinnéuniversitetet (opponent)
Stockholms universitetInstitutionen för pedagogik och didaktik (creator_code:org_t)

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SOCIAL SCIENCES: SOCIAL SCIENCES; and Educational Scie ...; and Pedagogy

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By the university: Stockholm University; Södertörn University

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