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The construction of upper secondary teachers in current education reforms.
Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
2010 (English)In: Advancing Quality Cultures for Teacher Education in Europe:: Tensions and Opportunities / [ed] B. Hudson, P Zgaga, B. Åstrand, Umeå: Umeå School of Education, Umeå University , 2010, 183-208 p.Chapter in book (Refereed)
Abstract [en]

The last few decades have been characterised by extensive school reforms and the change-pace has been high in many countries. This is also true for Sweden, which could be of international interest as an example of new policy trends.  The aim of this article is to describe and discuss how the upper secondary teachers’ professional roles and projects are constructed in current policy texts. Documents from two reform periods (1988-2004 and 2008) are analysed. Using critical discourse analysis, three themes are focused: how the motives for the reforms are represented, how knowledge and tasks are defined and what the implications may be for the professional autonomy. The transition from the first to the second reform period implies substantial shifts of Swedish education policy. The long tradition of reforms aiming at integration of all students is broken and the strivings for decentralisation has come to a halt. The motives for change were during the first period described as new demands from rapid changes in the surrounding world and working life, while they in the second period are about the low quality of the present educations. There is also a shift in the construction of teachers and views on desirable knowledge. Knowledge is now defined as competence which narrows the wide definition of knowledge from the first period. Work-related learning is given priority, while other tasks for the upper secondary education are toned down. The previous emphasis on teachers’ autonomy is replaced by stronger state governing and more influence from the receivers of the students, at the cost of teachers’ discretionary power. These changes clashes with the present curriculum and teachers’ professional identities.

Place, publisher, year, edition, pages
Umeå: Umeå School of Education, Umeå University , 2010. 183-208 p.
Series
Monographs on Journal of research in teacher education, ISSN 1651-0127
Keyword [en]
teacher education policy, upper secondary teachers, reform, professional autonomy, knowledge
Identifiers
URN: urn:nbn:se:umu:diva-44960Local ID: 2193ISBN: 978-91-7459-042-5 (print)OAI: oai:DiVA.org:umu-44960DiVA: diva2:423453
Available from: 2011-06-15 Created: 2011-06-15 Last updated: 2011-08-10Bibliographically approved

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Lundström, Ulf

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf