Teachers’ work in the Swedish School Inspectorate’s quality audits in a time of accountability

Edman Stålbrandt, Eva, 1958- (author): Stockholms universitet,Institutionen för pedagogik och didaktik

Svärdemo Åberg, Eva (author): Stockholms universitet,Institutionen för pedagogik och didaktik

(creator_code:org_t)

Elsevier BV, 2020
2020
English.
In: Teaching and Teacher Education. - : Elsevier BV. - 0742-051X .- 1879-2480. ; 96

Related links:: https://doi.org/10.1...; show more...; https://doi.org/10.1...; https://urn.kb.se/re...; https://doi.org/10.1...; https://urn.kb.se/re...; show less...

Abstract Subject headings

This article explores how the teacher is positioned and legitimised in the Swedish Schools Inspectorate’squality audit reports. Using Foucauldian discourse analysis, two main subject positions are identified:activity-based subject positions where the teacher is constructed as an active actor, and competence- and responsibility-based subject positions where the teacher is constructed both as important for the students’results, and as an individual in need of guidance. The teacher is positioned as a professional with limited competence. The reports show ambivalence regarding teachers’position, which could be considered as delegitimising the teaching profession.

By the author/editor: Sahlén, Patric; Edman Stålbrandt ...; Svärdemo Åberg, ...

About the subject

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