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Journal of Curriculum Studies Volume 49, 2017 - Issue 3
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Articles

Governing teachers by professional development: state programmes for continuing professional development in Sweden since 1991

Nils KirstenDepartment of Education, Uppsala University, Uppsala, SwedenCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-0218-3854
ORCID Icon &
Wieland WermkeDepartment of Education, Uppsala University, Uppsala, Sweden;Faculty of Education and Business Studies, University of Gävle, Gävle, SwedenORCID Iconhttp://orcid.org/0000-0003-3699-8610
ORCID Icon
Pages 391-411 | Published online: 02 Mar 2016

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Geraldine Mooney Simmie, Niamh O’Meara, Annette Forster, Veronica Ryan & Tara Ryan. (2024) Towards a model of Teachers’ Continuing Professional Development (CPD): a border crossing journey with embedded contradictions, ethical dilemmas and transformative possibilities. Professional Development in Education 50:1, pages 46-58.
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Xiaojiong Ding & Yingying Yan. (2024) Managerial groups competing in the field of teacher professional development: a case study of Shanghai, China. Asia-Pacific Journal of Teacher Education 52:1, pages 6-27.
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Kristin Westerholm & Henrik Lindqvist. (2023) A dilemmatic space: A qualitative study about teachers’ agency working with early identification of special needs. European Journal of Special Needs Education 0:0, pages 1-15.
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Malin Kronqvist Håård. (2023) Government steering and government disruption: co-operation between government and municipal actors in a state-initiated school improvement programme from the municipal actors’ perspective. Nordic Journal of Studies in Educational Policy 9:2, pages 113-125.
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L.B. Liu, J.M. Conner & Q. Li. (2023) Cultivating teacher professionalism in Chinese and U.S. settings: contexts, standards, and personhood. Education Inquiry 14:1, pages 22-39.
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Galina Shavard. (2022) Teacher agency in collaborative lesson planning: stabilising or transforming professional practice?. Teachers and Teaching 28:5, pages 555-567.
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Ian Hardy, Hannu Heikkinen & Anette Olin. (2020) Conceptualising and contesting ‘fast policy’ in teacher learning: a comparative analysis of Sweden, Finland and Australia. Teacher Development 24:4, pages 466-482.
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Nils Kirsten. (2020) Persuasion and resistance. Large-scale collaborative professional development as a policy instrument. Journal of Curriculum Studies 52:3, pages 395-412.
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Nils Kirsten. (2019) Improving literacy and content learning across the curriculum? How teachers relate literacy teaching to school subjects in cross-curricular professional development. Education Inquiry 10:4, pages 368-384.
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Articles from other publishers (10)

Wieland Wermke, Daniel Nordholm, Annika I Anderson & Riitta Kotavuopio-Olsson. (2023) Deconstructing autonomy: The case of principals in the North of Europe. European Educational Research Journal 23:3, pages 347-365.
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Katri A. Keskinen, Marja-Leena Juntunen & Monika Nerland. (2024) Expanding professionalism in popular music voice teaching: A framework synthesis. Research Studies in Music Education.
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Margareta Serder. (2023) Knowledge for sale: The construction of desired knowledge and identities in edu-marketing. European Educational Research Journal 23:1, pages 72-86.
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Magnus Levinsson, Anita Norlund & Lill Langelotz. (2022) Innehåll och pedagogiska diskurser på lärares kompetensutvecklingsmarknad. Pedagogisk forskning i Sverige 28:4, pages 7-37.
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Malin Kronqvist Håård. (2021) Styrning genom samverkan? – En textanalys av dominerande diskurser i en statlig skolförbättringssatsning. Pedagogisk forskning i Sverige 26:1, pages 42-69.
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Wieland Wermke & Maija SalokangasWieland Wermke & Maija Salokangas. 2021. The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe. The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe 151 178 .
Wieland Wermke & Maija SalokangasWieland Wermke & Maija Salokangas. 2021. The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe. The Autonomy Paradox: Teachers’ Perceptions of Self-Governance Across Europe 121 132 .
Nils Kirsten. (2020) A systematic research review of teachers’ professional development as a policy instrument. Educational Research Review 31, pages 100366.
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Nils Kirsten & Sara Carlbaum. (2020) Kompetensutveckling för professionella lärare?. Pedagogisk forskning i Sverige 25:1, pages 7-34.
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Trude Nilsen, Ronny Scherer, Jan-Eric Gustafsson, Nani Teig & Hege Kaarstein. 2020. Equity, Equality and Diversity in the Nordic Model of Education. Equity, Equality and Diversity in the Nordic Model of Education 173 196 .

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