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Academized or Deprofessionalized?--Policy Discourses of Teacher Professionalism in Relation to Research-Based Education

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Title: Academized or Deprofessionalized?--Policy Discourses of Teacher Professionalism in Relation to Research-Based Education
Language: English
Authors: Larsson, Christer (ORCID 0000-0002-0113-1358), Sjöberg, Lena (ORCID 0000-0002-5163-7939)
Source: Nordic Journal of Studies in Educational Policy. 2021 7(1):3-15.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Professionalism, Teachers, Educational Policy, Foreign Countries, Educational Legislation, Educational Research, Research Utilization
Geographic Terms: Sweden
DOI: 10.1080/20020317.2021.1877448
ISSN: 2002-0317
Abstract: A key concern in international educational policy during the 21st century has been the impact of teacher professionalism on outcomes of schooling. Sweden makes for an interesting case because of the country's initiatives to improve the quality of education through an academization of the teachers. The aim of this study is to analyse how Swedish state policy of 'education on a scientific foundation' is constructed in a selection of texts and videos presented by the Swedish National Agency of Education, and how these policy texts construct discourses of teacher professionalism. The result shows how the formulation in the Education Act, prescribing that the education shall rest on a scientific foundation, is interpreted into 'policy-as-text' and a policy apparatus consisting of four central concepts. Here, the terms 'research-based way of working' and 'evidence' are added to the terms 'scientific foundation' and 'proven experience' from the Education Act. Furthermore, the result shows three policy discourses of teacher professionalism that are constructed in the analysed texts: "the selectively critical and accountable teacher;" "the positive, flexible, responsible and effective teacher;" and "the semi-autonomous teacher."
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1292507
Database: ERIC
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  Data: Academized or Deprofessionalized?--Policy Discourses of Teacher Professionalism in Relation to Research-Based Education
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  Data: <searchLink fieldCode="AR" term="%22Larsson%2C+Christer%22">Larsson, Christer</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0113-1358">0000-0002-0113-1358</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sjöberg%2C+Lena%22">Sjöberg, Lena</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5163-7939">0000-0002-5163-7939</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Professionalism%22">Professionalism</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Utilization%22">Research Utilization</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
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  Data: 10.1080/20020317.2021.1877448
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  Data: A key concern in international educational policy during the 21st century has been the impact of teacher professionalism on outcomes of schooling. Sweden makes for an interesting case because of the country's initiatives to improve the quality of education through an academization of the teachers. The aim of this study is to analyse how Swedish state policy of 'education on a scientific foundation' is constructed in a selection of texts and videos presented by the Swedish National Agency of Education, and how these policy texts construct discourses of teacher professionalism. The result shows how the formulation in the Education Act, prescribing that the education shall rest on a scientific foundation, is interpreted into 'policy-as-text' and a policy apparatus consisting of four central concepts. Here, the terms 'research-based way of working' and 'evidence' are added to the terms 'scientific foundation' and 'proven experience' from the Education Act. Furthermore, the result shows three policy discourses of teacher professionalism that are constructed in the analysed texts: "the selectively critical and accountable teacher;" "the positive, flexible, responsible and effective teacher;" and "the semi-autonomous teacher."
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