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  • 1.
    Nordin, Andreas
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Teacher professionalism beyond numbers: A communicative orientation2016In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 14, no 6, p. 830-845Article in journal (Refereed)
    Abstract [en]

    In the European neo-liberal policy context, there has been an increase in pressure on teachers to exercise a type of professional responsibility that contributes to the development of a competitive knowledge-based economy. From a communication theory perspective, this paper examines if it is at all possible to talk of professional responsibility in a policy context characterised by individualisation, standardisation and accountability. Methodologically, this text joins a critical tradition of educational policy research, which emphasises the need to combine critical examination with empirical analysis. Critical discourse analysis has been used for the systematic analysis portion of this text. Central official policy texts from the Organisation for Economic Co-operation and Development, the European Union and the 2011 school reforms in Sweden have been analysed. The results show that while demands for increased professional responsibility among teachers have been made by policy actors at different levels, the neo-liberal policy context offers limited opportunities for teachers to actually exercise this type of professional responsibility, if seen as a communicative practice based on the idea of relative autonomy. The paper concludes with a prospective discussion in which teacher professionalism is linked to the creation and maintenance of ‘spaces of communication’, as well as a look at the challenges faced by policy makers at all levels if they are to facilitate such spaces.

  • 2.
    Wahlström, Ninni
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Transnational policy discourses on teacher education: A cosmopolitan perspective2015In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 13, no 6, p. 801-816Article in journal (Refereed)
    Abstract [en]

    In this article, I analyse some of the transnational ‘authoritative’ policy documents on teacher education and teacher development from a cosmopolitan perspective. The purpose is to explore the possibilities for analysing the characteristics of teacher education and the role of the teacher in transnational texts from a cosmopolitan perspective in order to explore the field of tension between an economic cosmopolitan approach and a moral cosmopolitan approach to justice. Mainly drawing on Amartya Sen and Martha Nussbaum, I argue that it is possible to go beyond a limited economic perspective in order to make an alternative approach to teacher education visible, where the possibility to revitalize and reconstruct local school activities is in focus. One conclusion is that teacher education in transnational policy texts can be understood both within a ‘reification discourse’ and within a ‘reflexivity discourse’. An important distinction between the two discourses is the understanding of critical reflections as related to evidence-based standards or to an understanding of an individual’s positionality, relationality and historicity.

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CiteExportLink to result list
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Citation style
  • apa
  • harvard1
  • 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
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