umu.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
The Professionalisation of Nordic School Leadership
Åbo Akademi.
Oslo Universitet.
Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling. Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
University of Southern Denmark.
2013 (Engelska)Ingår i: Transnational influences on values and practices in Nordic educational leadership: is there a Nordic model? / [ed] Lejf Moos, Dordrecht: Springer Netherlands, 2013, s. 133-157Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

This chapter deals with the ongoing neoliberally influenced educational policy process and how this process affect the (re)professionalisation of school leadership in the Nordic countries. The neoliberal process puts an increased focus on school leadership, accountability, quality assurance and evaluation. The chapter highlights how the ongoing reconstruction process or (re)professionalisation of school leadership is coherent with the renewed education policy.

At the same time, the national curriculum guidelines, the framing of the teacher’s responsibility and the culture are guided by democratic ideas and an independent teacher role.

This chapter aims (a) to investigate how and to what extent the professionalisation of Nordic school leadership may be in conflict with established images of teacher professionalism and (b) to identify crucial indicators, dimensions and mechanisms reflecting the shifts from one policy regime to another. In addition, we will discuss if it is possible to identify a specific Nordic way of framing school leadership and provide scenarios for how the future concerning educational leadership may look like in the Nordic countries. We will apply a hermeneutic and cultural-historical reflection based on policy documents and empirical research.

Based on our analysis, we discuss two different scenarios of how the contemporary educational regime may influence the future framing of school leadership. One of the scenarios shows a specific Nordic model of school leadership where equity and academic knowledge are the bases for principals’ work.

Ort, förlag, år, upplaga, sidor
Dordrecht: Springer Netherlands, 2013. s. 133-157
Serie
Studies in Educational Leadership ; 19
Nyckelord [en]
Principal, Professionalization, Principal, Welfarestate, school
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
URN: urn:nbn:se:umu:diva-80783DOI: 10.1007/978-94-007-6226-8_9ISBN: 978-94-007-6225-1 (tryckt)OAI: oai:DiVA.org:umu-80783DiVA, id: diva2:651410
Tillgänglig från: 2013-09-25 Skapad: 2013-09-25 Senast uppdaterad: 2018-06-08Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltext

Personposter BETA

Ärlestig, Helene

Sök vidare i DiVA

Av författaren/redaktören
Ärlestig, Helene
Av organisationen
Centrum för skolledarutvecklingStatsvetenskapliga institutionen
Pedagogik

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
isbn
urn-nbn

Altmetricpoäng

doi
isbn
urn-nbn
Totalt: 224 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf