Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts

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In this book, we examine the intertwinement of teaching, ethics, and quality and how these relationships characterize and challenge schooling in the Scandinavian welfare systems (Denmark, Norway, and Sweden).
The Scandinavian schools mirror these countries’ welfare systems and emphasize the democratic freedom and responsibility of both schools and individuals and democratic societies with respect for institutions and individuals (Colnerud & Granström, 1993). This book both confirms and challenges this picture. On the one hand, Scandinavian schools represent a child-centered pedagogy where teachers have the autonomy to tailor their lessons to support students’ individual learning processes; prerequisites; and social, mental, and health conditions, which is also evident across the various Scandinavian teacher education and in-service training programs (Bergem et al., 1997). On the other hand, as the Scandinavian welfare systems change, so do the school systems, responding to new educational demands such as student testing and control. Hence, the core components of the Scandinavian school systems are under pressure (Moos, 2019). This situation raises the opportunity to examine closely what is at stake, what changes are underway, and how these tendencies are global. The contributions in this book discuss current developments in the Scandinavian school systems and explore how emerging educational ideas and practices can offer inspiration to educators in other countries. As such, the book is dedicated to studying, characterizing, and challenging the relations and connections between teacher ethics and teaching quality in Scandinavian schools to inspire educational research beyond Scandinavia.
Original languageEnglish
Number of pages250
ISBN (Print)9781032509303
ISBN (Electronic)9781003407775
Publication statusPublished - 2024
SeriesRoutledge Research in Teacher Education

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