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Lärares professionella autonomi under New Public Management-epoken
Umeå University, Faculty of Social Sciences, Department of applied educational science.
2018 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 1, p. 33-59Article in journal (Refereed) Published
Abstract [en]

Teachers’ Professional Autonomy During the New Public Management Epoch. The last few decades of intensive school reform has affected and continue to affect teachers’ work and the construction of the teaching profession. This article examines how upper secondary school teachers perceive and respond to the consequences for their professional autonomy of recent school reforms and restructurings. Based on empirical material from interviews of 119 teachers in three studies conducted between 2002 and 2014, the findings indicate that teacher autonomy has been reduced by school reforms and restructurings since the late 1980s. Most of these policies are neo-liberal policies or New Public Management technologies. The findings testify to the on-going emphasis on the significance of market logics as well as on how these work together with bureaucratic logics to shift occupational professionalism to organizational professionalism and licensed autonomy to regulated autonomy.

Teachers’ Professional Autonomy During the New Public Management Epoch. The last few decades of intensive school reform has affected and continue to affect teachers’ work and the construction of the teaching profession. This article examines how upper secondary school teachers perceive and respond to the consequences for their professional autonomy of recent school reforms and restructurings. Based on empirical material from interviews of 119 teachers in three studies conducted between 2002 and 2014, the findings indicate that teacher autonomy has been reduced by school reforms and restructurings since the late 1980s. Most of these policies are neo-liberal policies or New Public Management technologies. The findings testify to the on-going emphasis on the significance of market logics as well as on how these work together with bureaucratic logics to shift occupational professionalism to organizational professionalism and licensed autonomy to regulated autonomy.

Place, publisher, year, edition, pages
2018. Vol. 27, no 1, p. 33-59
Keywords [sv]
Lärares autonomi, skolreform, New Public Management, gymnasieskoa
National Category
Pedagogical Work Public Administration Studies
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-150916OAI: oai:DiVA.org:umu-150916DiVA, id: diva2:1239954
Funder
Swedish Research CouncilAvailable from: 2018-08-20 Created: 2018-08-20 Last updated: 2018-08-20Bibliographically approved

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Lundström, Ulf

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
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  • en-US
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  • Other locale
More languages
Output format
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