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

Abstract

A key concern in international educational policy during the 21st century has been the impact of teacher professionalism on outcomes of schooling. Sweden makes for an interesting case because of the country’s initiatives to improve the quality of education through an academization of the teachers. The aim of this study is to analyse how Swedish state policy of ‘education on a scientific foundation’ is constructed in a selection of texts and videos presented by the Swedish National Agency of Education, and how these policy texts construct discourses of teacher professionalism. The result shows how the formulation in the Education Act, prescribing that the education shall rest on a scientific foundation, is interpreted into ‘policy-as-text’ and a policy apparatus consisting of four central concepts. Here, the terms ‘research-based way of working’ and ‘evidence’ are added to the terms ‘scientific foundation’ and ‘proven experience’ from the Education Act. Furthermore, the result shows three policy discourses of teacher professionalism that are constructed in the analysed texts: the selectively critical and accountable teacher; the positive, flexible, responsible and effective teacher; and the semi-autonomous teacher.

Keywords

• teacher professionalism
• research-based education
• education policy
• discourse
• performativity