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Teachers Matter - But How?: Introduction
Linnaeus University, Faculty of Social Sciences, Department of Education. (Studies in Curriculum, Teaching and Evaluation (SITE))ORCID iD: 0000-0003-4243-2496
Linnaeus University, Faculty of Social Sciences, Department of Education. (Studies in Curriculum, Teaching and Evaluation (SITE))ORCID iD: 0000-0003-0644-3489
Linnaeus University, Faculty of Social Sciences, Department of Education. (Studies in Curriculum, Teaching and Evaluation (SITE))ORCID iD: 0000-0001-5554-6041
2017 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 49, no 1, 1-6 p.Article in journal (Refereed) Published
Abstract [en]

In this special issue, we start from a general policy assumption about teachers and teachingparticularly clearly summarized in the 2005 report Teachers Matter: Attracting, Developingand Retaining Effective Teachers by the Organisation for Economic Co-Operation andDevelopment (OECD). The report states that teacher policy is high on national agendas andthat teachers are ‘the most significant resource in schools’ for improving efficiency and equityin school. Thus, the policy report states school improvement largely depends on ‘ensuringthat competent people want to work as teachers, that their teaching is of high quality, andthat all students have access to high quality teaching’ (OECD, 2005, p. 7). Against a backgroundof an increasingly centralized transnational and national governance of school,emphasizing international comparisons (Dale & Robertson, 2009; Lawn & Grek, 2012; Meyer& Benavot, 2013; Nordin & Sundberg, 2014; Rizvi & Lingard, 2010) and a curriculum characterizedby performativity and educational effectiveness (Ball, 2003; Kelly, 2009), we are interestedin teachers’ significance and conditions for teacher agency. However, we regard thepolicy field mainly as the background, from which we retain the fundamental claim that‘teachers matter’. In contrast to policy documents, the intention in this special issue is toexplore in what different ways, at what different times and in what different spaces teacherstruly matter, without having any answers in advance – that is, outside the area of policyhighroads but still against a backdrop of a policy of accountability and standards.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2017. Vol. 49, no 1, 1-6 p.
Keyword [en]
education policy, teacher agency
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-59666DOI: 10.1080/00220272.2016.1205140ISI: 000393180800001OAI: oai:DiVA.org:lnu-59666DiVA: diva2:1062588
Conference
Teachers matter – but how?, October 23-24, 2014, Linnaeus university, Kalmar, Sweden.
Available from: 2017-01-07 Created: 2017-01-07 Last updated: 2017-03-08Bibliographically approved

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