Governing teachers by professional development : State programmes for continuing professional development in Sweden since 1991

• The purpose of this article is to analyse how teachers’ continuing professional development (CPD) contributes to the government of the teaching profession. This is done by examining the CPD initiatives organised by two Swedish national educational agencies since 1991 involving the school subjects of Swedish (standard language education) and mathematics. Four programmes of professional development are identified in the investigated material, each motivated by specific conceptions of teachers and professional development. One important trend is that agency engagement in teachers’ CPD and school development has increased over time and that CPD programmes have become more prescriptive and elaborate in their use of evaluations. While this may result in a more standardised and centrally governed teaching profession, centrally governed initiatives could also provide teachers with professional arenas for developing ideas without being influenced by local school management. 

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogical Work (hsv//eng)

Nyckelord

teachers’ continuing professional development

teacher professionalism

teaching profession

school governance

school development

Curriculum Studies

Didaktik

Pedagogik

Education

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)