Room for the dedicated teacher? On teacher professionalism in a changed education policy setting – pressure or possibilities?

TY - UNPB

T1 - Room for the dedicated teacher?

T2 - On teacher professionalism in a changed education policy setting – pressure or possibilities?

AU - Petersen, Karen Bjerg

PY - 2012/5/23

Y1 - 2012/5/23

N2 - In international educational neo-liberal/neo-conservative policy contexts efficiency, standards, tests and accountability are general mainstream concepts of education and as such part of many teachers’ daily life. Educational researchers have investigated implications and consequences for learning and teaching rising in the wake of neo-conservative conceptions of education focusing on how teaching and teachers’ roles are changing and how to cope with this. Especially in the Scandinavian countries the neo-liberal/neo-conservative concepts of accountability are new compared to former conceptions of education. Based on discourse studies, international investigations of implications of a neo-conservative education policy, and findings from surveys and qualitative interviews – using adult immigrant teaching as a case study - the article addresses contradictions and possibilities for teacher professionalism. The paper sets out to discuss how the room for a dedicated teacher can be developed in the framework of existing discourse in international and Scandinavian education policy.

AB - In international educational neo-liberal/neo-conservative policy contexts efficiency, standards, tests and accountability are general mainstream concepts of education and as such part of many teachers’ daily life. Educational researchers have investigated implications and consequences for learning and teaching rising in the wake of neo-conservative conceptions of education focusing on how teaching and teachers’ roles are changing and how to cope with this. Especially in the Scandinavian countries the neo-liberal/neo-conservative concepts of accountability are new compared to former conceptions of education. Based on discourse studies, international investigations of implications of a neo-conservative education policy, and findings from surveys and qualitative interviews – using adult immigrant teaching as a case study - the article addresses contradictions and possibilities for teacher professionalism. The paper sets out to discuss how the room for a dedicated teacher can be developed in the framework of existing discourse in international and Scandinavian education policy.

KW - Grundskole

KW - Uddannelsespolitik

KW - Lærerprofession

KW - Grundskole

KW - Uddannelsespolitik

KW - Lærerprofession

M3 - Working paper

BT - Room for the dedicated teacher?

PB - Royal University and Teacher Education of Bhutan

CY - Bhutan

ER -