Teacher Education in the Nordic Remake: How transnational policymaking transforms regional collaboration

TY - CHAP

T1 - Teacher Education in the Nordic Remake

T2 - How transnational policymaking transforms regional collaboration

AU - Krejsler, John Benedicto

PY - 2023

Y1 - 2023

N2 - Since the 1990s, teacher education policy and programs in all Nordic countries have been increasingly shaped by their profound involvement in international and transnational collaborations. Today, the OECD’s PISA surveys and the IEA’s PIRLS (Progress in Reading Literacy Study) and TIMSS (Trends in Mathematics and Science Study) surveys have become defining for formatting how we talk about and organize European national school policy, as the Bologna process has become defining for how we think about and organize teacher education. Thus, Nordic collaboration has largely been transformed in the sense that Nordic countries get perspective on their performance in transnational collaborations by comparing their performance with the other Nordic countries and by adapting the agendas for Nordic collaboration to larger international and transnational agendas. This chapter demonstrates how teacher education in the Nordic countries has been reshaped by these developments, in three key areas: (1) the impact of the transnational turn in education policy and in particular the Bologna process; (2) how this turn has been driven by increasing primacy of Anglo-American educational norms (evidence, standards-based education, coupling of the market with education, etc.); (3) the impact of the transnational turn in school policy reform on the framing of teacher education in discourse and in practice.

AB - Since the 1990s, teacher education policy and programs in all Nordic countries have been increasingly shaped by their profound involvement in international and transnational collaborations. Today, the OECD’s PISA surveys and the IEA’s PIRLS (Progress in Reading Literacy Study) and TIMSS (Trends in Mathematics and Science Study) surveys have become defining for formatting how we talk about and organize European national school policy, as the Bologna process has become defining for how we think about and organize teacher education. Thus, Nordic collaboration has largely been transformed in the sense that Nordic countries get perspective on their performance in transnational collaborations by comparing their performance with the other Nordic countries and by adapting the agendas for Nordic collaboration to larger international and transnational agendas. This chapter demonstrates how teacher education in the Nordic countries has been reshaped by these developments, in three key areas: (1) the impact of the transnational turn in education policy and in particular the Bologna process; (2) how this turn has been driven by increasing primacy of Anglo-American educational norms (evidence, standards-based education, coupling of the market with education, etc.); (3) the impact of the transnational turn in school policy reform on the framing of teacher education in discourse and in practice.

KW - teacher education

KW - nordic collaboration

KW - transnational education policy

KW - Anglo-American influences

U2 - 10.1007/978-3-031-26051-3_14

DO - 10.1007/978-3-031-26051-3_14

M3 - Book chapter

SN - 978-3-031-26050-6

T3 - Evaluating Education: Normative Systems and Institutional Practices

SP - 339

EP - 357

BT - Teacher Education in the Nordic Region

A2 - Elstad, Eyvind

PB - Springer

CY - Cham

ER -