The Politics of Teacher Professionalism: Intraprofessional Boundary Work in Swedish Teacher Union Policy

Autor/in	Lilja, Peter
Titel	The Politics of Teacher Professionalism: Intraprofessional Boundary Work in Swedish Teacher Union Policy
Quelle	In: Policy Futures in Education, 12 (2014) 4, S.500-512 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2014.12.4.500
Schlagwörter	Foreign Countries; Professional Identity; Politics of Education; Political Issues; Unions; Teacher Education; Knowledge Base for Teaching; Educational Policy; Educational History; Elementary School Teachers; Secondary School Teachers; Professional Autonomy; Educational Change; Sweden + Suchen Sie Ihr Suchwort? Ausland; Educational policy; Bildungspolitik; Politischer Faktor; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Politics of education; History of education; Bildungsgeschichte; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Berufsfreiheit; Bildungsreform; Schweden
Abstract	Taking the latest reform of Swedish teacher education as a point of departure, the aim of this article is to analyse the way Swedish teacher unions construct a knowledge base for teaching as a strategy of professionalisation. The analysis shows that the unions construct such a knowledge base from opposing points of departure. Their professional ambitions are, thus, challenged by processes of intraprofessional boundary work complicating the construction of a unanimous "voice" of teachers in Swedish education policy debates. This intraprofessional struggle over the meaning of teacher professionalism underlines the political nature of the use of professionalism in the transformed welfare sectors of today. In this respect, the article also underlines the importance of tradition in discussions of what is to be considered a professional teacher. Despite decades of political ambitions to unite Swedish teachers into one single profession, the historical differences between two separate teacher identities continue to fundamentally affect the policy positions of the teacher unions--a development that the recent reorientation of Swedish education policy seems to reinforce. As a result, the usefulness of talking about Swedish teachers as a single profession in the future may be questioned. (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/pfie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10