Swedish School Reforms and Teacher Professionalism
(2020) In Professions and Professionalism 10(3). p.38-78- Abstract
- The education policy of the last few decades has significantly changed the Swedish school system. Municipalization and deregulation reforms were implemented in parallel with an internationally prescribed professionalization of teachers. This seemingly contradictory combination has reshaped not only teachers’ attitudes and actions but also those of principals and students as managers and consumers. In light of these changes, the professionalization of teachers and the strategic importance of a teacher-specific knowledge base, multi-year academic training, certification and career steps are analysed. Based on Freidson's three competing work organization and control logics, this article focuses on how the mix of logics has changed at the... (More)
- The education policy of the last few decades has significantly changed the Swedish school system. Municipalization and deregulation reforms were implemented in parallel with an internationally prescribed professionalization of teachers. This seemingly contradictory combination has reshaped not only teachers’ attitudes and actions but also those of principals and students as managers and consumers. In light of these changes, the professionalization of teachers and the strategic importance of a teacher-specific knowledge base, multi-year academic training, certification and career steps are analysed. Based on Freidson's three competing work organization and control logics, this article focuses on how the mix of logics has changed at the expense of professionalism in favour of bureaucracy and the market. The professionalization reforms have in some respects benefited teachers, especially with regard to their positions in the labour market. In other respects, the actions of managers and consumers have resulted in restrictions on teachers' autonomy as professionals. (Less)
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https://lup.lub.lu.se/record/baf6c963-9127-4f54-b6d2-3daa44eb1e4a
- author
- Nilsson-Lindström, Margareta LU
- organization
- publishing date
- 2020-12-16
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Teacher, professionalization, knowledge base, certification, career steps, work organisation, control logics, teacher, professionalization, knowledge base, certification, career steps, work organisation, control logics
- in
- Professions and Professionalism
- volume
- 10
- issue
- 3
- pages
- 40 pages
- publisher
- Høgskolen i Oslo og Akershus
- external identifiers
-
- scopus:85097617925
- ISSN
- 1893-1049
- DOI
- 10.7577/pp.3878
- language
- English
- LU publication?
- yes
- id
- baf6c963-9127-4f54-b6d2-3daa44eb1e4a
- date added to LUP
- 2021-01-16 10:56:48
- date last changed
- 2022-04-19 03:54:18
@article{baf6c963-9127-4f54-b6d2-3daa44eb1e4a,
abstract = {{The education policy of the last few decades has significantly changed the Swedish school system. Municipalization and deregulation reforms were implemented in parallel with an internationally prescribed professionalization of teachers. This seemingly contradictory combination has reshaped not only teachers’ attitudes and actions but also those of principals and students as managers and consumers. In light of these changes, the professionalization of teachers and the strategic importance of a teacher-specific knowledge base, multi-year academic training, certification and career steps are analysed. Based on Freidson's three competing work organization and control logics, this article focuses on how the mix of logics has changed at the expense of professionalism in favour of bureaucracy and the market. The professionalization reforms have in some respects benefited teachers, especially with regard to their positions in the labour market. In other respects, the actions of managers and consumers have resulted in restrictions on teachers' autonomy as professionals.}},
author = {{Nilsson-Lindström, Margareta}},
issn = {{1893-1049}},
keywords = {{Teacher, professionalization, knowledge base, certification, career steps, work organisation, control logics; teacher; professionalization; knowledge base; certification; career steps; work organisation; control logics}},
language = {{eng}},
month = {{12}},
number = {{3}},
pages = {{38--78}},
publisher = {{Høgskolen i Oslo og Akershus}},
series = {{Professions and Professionalism}},
title = {{Swedish School Reforms and Teacher Professionalism}},
url = {{http://dx.doi.org/10.7577/pp.3878}},
doi = {{10.7577/pp.3878}},
volume = {{10}},
year = {{2020}},
}