Academized or deprofessionalized?– policy discourses of teacher professionalism in relation to research-based education

References

• Aasen, P., & Prøitz, T. (2004). Initiering, finansiering och förvaltning av praxisnära forskning: Sektorsmyndighetens roll i svensk utbildningsforskning. NIFU.
   Google Scholar
• Adolfsson, C.-H., & Sundberg, D. (2018). Att forskningsbasera den svenska skolan: Policyinitiativ under 25 år. Pedagogisk Forskning I Sverige, 23(1–2), 39–63. https://open.lnu.se/index.php/PFS/article/view/1469
   Google Scholar
• Alvunger, D., & Wahlström, N. (Eds.). (2018). Den evidensbaserade skolan: Svensk skola i skärningspunkten mellan forskning och praktik. Natur & kultur.
   Google Scholar
• Åman, P., & Kroksmark, T. (2018). Lärares uppfattningar av begreppet vetenskaplig grund. Nordic Studies in Education, 38(3), 199–214. https://doi.org/10.18261/.1891-5949-2018-03-02
   Google Scholar
• Åman, P. & Kroksmark, T. (2018). Forskning i skolan – forskande lärare. Nordic Studies in Education 38(3), 199–214. https://doi.org/10.18261/issn.1891-5949
   Google Scholar
• Bacchi, C. (2000). Policy as Discourse: What does it mean? Where does it get us? Discourse: Studies in the Cultural Politics of Education, 21(1), 45–57. https://doi.org/10.1080/01596300050005493
   Google Scholar
• Bacchi, C. (2009). Analysing policy: What’s the problem represented to be? Pearson.
   Google Scholar
• Ball, S. J. (1993). WHAT IS POLICY? TEXTS, TRAJECTORIES AND TOOLBOXES. Discourse: Studies in the Cultural Politics of Education, 13(2), 10–17. https://doi.org/10.1080/0159630930130203
   Google Scholar
• Ball, S. J. (2000). Performativities and fabrications in the education economy: Towards the performative society? The Australian Educational Researcher, 27(2), 1–23. https://doi.org/10.1007/BF03219719
   Google Scholar
• Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
   Web of Science ®Google Scholar
• Ball, S. J. (2007). Education plc: Understanding private sector participation in public sector education. London. Routledge.
   Google Scholar
• Ball, S. J. (2015). What is policy? 21 years later: Reflections on the possibilities of policy research. Discourse: Studies in the Cultural Politics of Education, 36(3), 306–313. https://doi.org/10.1080/01596306.2015.1015279
   Web of Science ®Google Scholar
• Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. Routledge.
   Google Scholar
• Ben-Peretz, M. (2011). Teacher knowledge: What is it? How do we uncover it? What are its implications for schooling? Teaching and Teacher Education, 27(1), 3–9. https://doi.org/10.1016/j.tate.2010.07.015
   Web of Science ®Google Scholar
• Bergmark, U., & Hansson, K. (2020). How teachers and principals enact the policy of building education in sweden on a scientific foundation and proven experience: Challenges and opportunities. Scandinavian Journal of Educational Research, 1–20. https://doi.org/10.1080/00313831.2020.1713883
   Web of Science ®Google Scholar
• Biesta, G. (2010a). Good education in an age of measurement: Ethics, politics, democracy. Paradigm Publishers.
   Google Scholar
• Biesta, G. J. J. (2010b). why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29(5), 491–503. https://doi.org/10.1007/s11217-010-9191-x
   Web of Science ®Google Scholar
• Bohlin, I., & Sager, M. (2011). Evidensens många ansikten: Evidensbaserad praktik i praktiken. (red.). Arkiv.
   Google Scholar
• Carlgren, I. (1999). Professionalism and teachers as designers. Journal of Curriculum Studies, 31(1), 43–56. https://doi.org/10.1080/002202799183287
   Web of Science ®Google Scholar
• Carlgren, I. (2010). Den felande länken. Om frånvaron och behovet av klinisk utbildningsvetenskaplig forskning. Pedagogisk Forskning I Sverige, 15(4), 295–306.
   Google Scholar
• Carlgren, I. (2018). Pedagogiken och lärarna. Pedagogisk Forskning I Sverige, 23(5), 268–283. https://doi.org/10.15626/pfs23.5.15
   Google Scholar
• Commission of the European Communities (CEC). (2000). The lisbon european council: an agenda for economic and social renewal in Europe. Brussels: Directorate General Education and Culture. https://www.europarl.europa.eu/summits/lis1_en.htm
   Google Scholar
• Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8(1). https://doi.org/10.14507/epaa.v8n1.2000
   Google Scholar
• Dovemark, M., Kosunen, S., Kauko, J., Magnúsdóttir, B., Hansen, P., & Rasmussen, P. (2018). Deregulation, privatisation and marketisation of Nordic comprehensive education: Social changes reflected in schooling. Education Inquiry, 9(1), 122–141. https://doi.org/10.1080/20004508.2018.1429768
   Google Scholar
• Englund, T., & Solbrekke, T. D. (2015). Om innebörder i lärarprofessionalism. Pedagogisk Forskning I Sverige, 20(3–4), 27.
   Google Scholar
• Ensor, P. (2004). Modalities of teacher education discourse and the education of effective practitioners. Pedagogy, Culture and Society, 12(2), 217–232. https://doi.org/10.1080/14681360400200197
   Google Scholar
• Foucault, M. (1981). The order of discourse. In R. Young (Ed.), Untying the text: A post-structuralist reader, pp. 48-78. Routledge & Kegan Paul.
   Google Scholar
• Foucault, M. (1986). The Archaeology of Knowledge. Tavistock Publications.
   Google Scholar
• Frostenson, M. (2015). Three forms of professional autonomy: De-professionalisation of teachers in a new light. Nordic Journal of Studies in Educational Policy, (2015(2). https://doi.org/10.3402/nstep.v1.28464
   Google Scholar
• Grek, S. (2009). Governing by numbers: The PISA ‘effect’ in Europe. Journal of Education Policy, 24(1), 23–37. https://doi.org/10.1080/02680930802412669
   Web of Science ®Google Scholar
• Hammersley, M. (1997). Educational research and teaching: A response to david hargreaves’ TTA lecture. British Educational Research Journal, 23(2), 141–161. https://doi.org/10.1080/0141192970230203
   Google Scholar
• Hansson, K., & Erixon, P.-O. (2020). Academisation and teachers’ dilemmas. European Educational Research Journal, 19(4), 289–309. https://doi.org/10.1177/1474904119872935
   Web of Science ®Google Scholar
• Högskoleförordningen (HF 1977:263). Stockholm: Utbildningsdepartementet
   Google Scholar
• Krejsler, J. B. (2013). What works in education and social welfare? A mapping of the evidence discourse and reflections upon consequences for professionals. Scandinavian Journal of Educational Research, 57(1), 16–32. https://doi.org/10.1080/00313831.2011.621141
   Web of Science ®Google Scholar
• Kroksmark, T. (2013). De stora frågorna om skolan. Studentlitteratur.
   Google Scholar
• Levinsson, M. (2013). Evidens och existens evidensbaserad undervisning i ljuset av lärares erfarenheter. Göteborg: Acta universitatis Gothoburgensis. http://hdl.handle.net/2077/32807
   Google Scholar
• Liljestrand, J. (2014). Teacher education for democratic participation: the need for teacher judgement in times of evidence-based teaching. Citizenship, Social and Economics Education, 13(3), 175–184. https://doi.org/10.2304/csee.2014.13.3.175
   Google Scholar
• Lindblad, S. (1997). Imposed professionalization: on teacher´s work and experiences of deregulation of education in Sweden. In I. Nilsson & L. Lundahl (Eds.), Teachers, curriculum and policy : Critical perspectives in educational research, pp.133-148. Umeå: Umeå University Press.
   Google Scholar
• Lindqvist, P., & Nordänger, U.-K. (2007). ”Lost in translation?” Om relationen mellan lärares praktiska kunnande och professionella språk. Pedagogisk Forskning I Sverige, 12(3), 177–193.
   Google Scholar
• Lundahl, C., & Serder, M. (2020). Is PISA more important to school reforms than educational research? The selective use of authoritative references in media and in parliamentary debates. Nordic Journal of Studies in Educational Policy, 6(3), 193–206. https://doi.org/10.1080/20020317.2020.1831306
   Google Scholar
• Lundström, U. (2015). Teacher autonomy in the era of new public management. Nordic Journal of Studies in Educational Policy, (2015(2). https://doi.org/10.3402/nstep.v1.28144
   Google Scholar
• Maguire, M., Hoskins, K., Ball, S., & Braun, A. (2011). Policy discourses in school texts. Discourse: Studies in the Cultural Politics of Education, 32(4), 597–609. https://doi.org/10.1080/01596306.2011.601556
   Web of Science ®Google Scholar
• National Agency of Education (NAE). (2013). Forskning för klassrummet: Vetenskaplig grund och beprövad erfarenhet i praktiken. Skolverket.
   Google Scholar
• National Agency of Education (NAE). (2019a). Att arbeta forskningsbaserat. Retrieved 06/April/2019 from https://www.skolverket.se/skolutveckling/forskning-och-utvarderingar/forskningsbaserat-arbetssatt/att-arbeta-forskningsbaserat
   Google Scholar
• National Agency of Education (NAE). (2019b). Forskningsbaserat arbetssätt för ökad kvalitet i skolan. Retrieved 12/March/2019 from https://www.skolverket.se/skolutveckling/forskning-och-utvarderingar/forskningsbaserat-arbetssatt/forskningsbaserat-arbetssatt-for-okad-kvalitet-i-skolan
   Google Scholar
• National Agency of Education (NAE). (2019c). Forskningsbaserat arbetssätt i undervisningen. Retrieved 06/April/2019 from https://www.skolverket.se/skolutveckling/forskning-och-utvarderingar/forskningsbaserat-arbetssatt/forskningsbaserat-arbetssatt-i-undervisningen
   Google Scholar
• National Agency of Education (NAE) (2019d). Forskningsbaserat arbetssätt, några nyckelbegrepp. Retrieved 13/March/2019 from https://www.skolverket.se/skolutveckling/forskning-och-utvarderingar/forskningsbaserat-arbetssatt/forskningsbaserat-arbetssatt-nagra-nyckelbegrepp
   Google Scholar
• Nordin, A. (2014). Crisis as a discursive legitimation strategy in educational reforms: A critical policy analysis. Education Inquiry, 5(1), 24047. https://doi.org/10.3402/edui.v5.24047
   Google Scholar
• OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers.
   Google Scholar
• OECD. (2015). Improving schools in sweden: An OECD-perspective. http://www.oecd.org/education/school/Improving-Schools-in-Sweden.pdf
   Google Scholar
• OECD. (2018). Teaching in Focus. http://www.oecd.org/education/school/teachinginfocus.htm
   Google Scholar
• Ozga, J., Seddon, T., & Popkewitz, T. S. (2006). Education research and policy: steering the knowledge-based economy. London. Routledge.
   Google Scholar
• Persson, A., & Persson, J. (2017). Vetenskaplig grund och beprövad erfarenhet i högre utbildning och skola. I Vetenskap och beprövad erfarenhet – skola. Lund University. https://www.vbe.lu.se/sites/vbe.lu.se.en/files/vbe_skola_for_webb.pdf
   Google Scholar
• Petersen, E. B. (2015). What crisis of representation? Challenging the realism of post-structuralist policy research in education. Critical Studies in Education, 56(1), 147–160. https://doi.org/10.1080/17508487.2015.983940
   Web of Science ®Google Scholar
• Prop 1989/9041). Om kommunalt huvudmannaskap för lärare, skolledare, biträdande skolledare och syofunktionärer. regeringen.
   Google Scholar
• Prop 2009/10:165. Den nya skollagen – För kunskap, valfrihet och trygghet. Utbildningsdepartementet.
   Google Scholar
• Rapp, S., Segolsson, M., & Kroksmark, T. (2017). The education act : Conditions for a research-based school a frame-factor theoretical thinking. International Journal of Research and Education, 2(2), 1–13.
   Google Scholar
• Ringarp, J. (2016). PISA lends legitimacy: A study of education policy changes in Germany and Sweden after 2000. European Educational Research Journal, 15(4), 447–461. https://doi.org/10.1177/1474904116630754
   Web of Science ®Google Scholar
• Schleicher, A. (2016). Teaching excellence through professional learning and policy reform: Lessons from around the world. OECD Publishing. https://doi.org/10.1787/9789264252059-en
   Google Scholar
• Serder, M. (2015). Möte med PISA. Malmö Högskola.
   Google Scholar
• SFS2010:800. Skollagen. Utbildningsdepartementet.
   Google Scholar
• SOU 1948:27. 1946 års skolkommissions betänkande med förslag på riktlinjer för det svenska skolväsendets utveckling. Ecklesiastikdepartementet.
   Google Scholar
• SOU 1961: 30. 1957 års skolberedning. Ecklesiastikdepartementet.
   Google Scholar
• SOU 1999:3. Att lära och leda. En lärarutbildning för samverkan och utveckling. Fritzes.
   Google Scholar
• SOU 2005:31. Stödet till utbildningsvetenskaplig forskning. Utbildningsdepartementet.
   Google Scholar
• SOU 2008:109. En hållbar lärarutbildning. Fritzes.
   Google Scholar
• SOU 2018:19. Forska tillsammans – Samverkan för lärande och förbättring. Fritzes.
   Google Scholar
• Star, S., & Grieshemer, J. R. (1989). Ecology, ‘translations’ and boundary objects: Amateurs and professionals in berkeley’s museum of vertebrate zoology, 1907-39. Social Studies of Science, 19(3), 387–420. https://doi.org/10.1177/030631289019003001
   Web of Science ®Google Scholar
• Stenlås, N. (2011). Läraryrket mellan autonomi och statliga reformideologier. Arbetsmarknad & Arbetsliv, 17(4), 11–27.
   Google Scholar
• Stigler, J., & Hiebert, J. (1999). The teaching gap. Best ideas from the world’s teachers for improving education in the classroom. The Free Press.
   Google Scholar
• Wennergren, A.-C., & Åman, P. (2011). Vägar till en skola på vetenskaplig grund. Didaktisk Tidskrift, 20(4), 207–230.
   Google Scholar