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Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology
University of Borås, Faculty of Librarianship, Information, Education and IT. Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.ORCID iD: 0000-0003-1424-6063
University of Borås, Faculty of Librarianship, Information, Education and IT. (PAUS)
2024 (English)In: Professional Development in Education, ISSN 1941-5257, E-ISSN 1941-5265, p. 1-15Article in journal (Refereed) Published
Sustainable development
According to the author(s), the content of this publication falls within the area of sustainable development.
Abstract [en]

Against the backdrop of global convergences in education reforms, a growing focus on teacher competences has emerged in European policy discourses about teacher professionalism and professional learning and development that has driven an expanding international and national CPD market involving both state and private operators. Developments in Sweden are an example, and the aim of this article is to identify and explore the discourses on teacher professional learning that seem to proliferate on this newly emerged and expanding market and their connections with and consequences for teacher professionalism. Two sets of data have fed the analysis. These are (a) CPD invoices and (b) interviews with school principals. The analysis indicates that the dominant discourses discursively shape teacher professionalism in relation to ideas about teachers as learners as collegial consumers of knowledge. Policy recommendations about peer learning become a subordinated element of a dominant discourse that prioritises and privileges the agency of knowledge producers, such as consultancies, compared to other actors as intermediaries. Commodification is a new key intermediary process in professional learning for teacher professional development. 

Place, publisher, year, edition, pages
2024. p. 1-15
Keywords [en]
Teacher learning, continuing professional development, critical discourse analyses, theory of practice architectures •principal interviews, CPD invoices
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-31504DOI: 10.1080/19415257.2024.2306997OAI: oai:DiVA.org:hb-31504DiVA, id: diva2:1833424
Projects
Fakturan, fortbildningen och forskningen
Funder
Swedish Research CouncilSwedish Research CouncilAvailable from: 2024-01-31 Created: 2024-01-31 Last updated: 2024-04-09Bibliographically approved

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Langelotz, LillBeach, Dennis

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