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  • 1.
    Langelotz, Lill
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology2024Ingår i: Professional Development in Education, ISSN 1941-5257, E-ISSN 1941-5265, s. 1-15Artikel i tidskrift (Refereegranskat)
    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. 

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  • 2.
    Levinsson, Magnus
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Norlund, Anita
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    National-authority-endorsed privatisation of teachers’ continuing professional development in Sweden2024Ingår i: Professional Development in Education, ISSN 1941-5257, E-ISSN 1941-5265, s. 1-18Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article reveals national-authority-endorsed privatisation of teachers’ continuing professional development (CPD) in the wake of a shift towards more centralised national interventions in Swedish schools. Drawing on data from the Collaboration for Best School (CBS) initiative, the context of the article is a recent state programme that encourages underperforming schools to collaborate with the Swedish National Agency for Education (SNAE) to raise students’ achievement standards and thereby increase equality within and between schools. Guided by meta-governance theory, our analysis revealed that SNAE operates as a meta-governor on behalf of the state to replace university researchers as CPD providers with specific private-sector actors. The results provide evidence of SNAE-enabled substitution processes through three network governance strategies: 1) hidden and authorised substitution, 2) trust building and hybrid participation, and 3) collective reproduction and solutionism. Taken together, these governance strategies reflect national-authority-endorsed privatisation in action, suggesting that SNAE primarily operates as an ideology-driven conduit for private economic interests. The article concludes with a call for new collaborative and autonomous implementation strategies for teachers’ CPD that can further the interests of the teaching profession.

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  • 3.
    Vigo-Arrazola, Begona
    et al.
    Department of Educational Sciences, University of Zaragoza, Zaragoza, Spain.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Promoting professional growth to build a socially just school through participation in ethnographic research2021Ingår i: Professional Development in Education, ISSN 1941-5257, E-ISSN 1941-5265, Vol. 47, nr 1, s. 115-127Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    We have used the concept of ethnography as explanatory critique in earlier research in three projects in Spain relating to teacher professional development and leadership for socially just schools. This research involved participant observations, interviews, informal conversations, document analysis and virtual ethnography. However, we have also conducted a meta- ethnographic analysis on research products from the projects. Our intention was to try to identify any potentially common themes and ideas concerning how interaction between researchers and participants may have influenced the research and the contexts they were part of as a means to generate useful knowledge for leadership and professional development for educational change and social justice. We describe and analyse these themes in the present article and conclude by highlighting key aspects and possible implications.

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