uu.seUppsala University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Persuasion and resistance: Large-scale collaborative professional development as a policy instrument
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0002-0218-3854
2019 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study examined collaborative professional development (PD) as a policy instrument for relating external ideas to present teaching practices. The study interprets the global emphasis policymakers place on collaborative PD as a response to the devolution of responsibility in many school systems, accompanied or followed by increased external guidance to local actors. In relation to these tendencies, collaborative PD may function either as a support for professional self-governance or enable increased top-down control. Thus, by analysing collaborative PD as a policy instrument, the study contributes to the understanding of the contemporary governing of public education. The analysed empirical material derived from a large-scale PD program organized by the Swedish National Agency for Education. The results show that the investigated PD model appears as an instrument for persuading teachers to follow external ideas rather than for strengthening local self-governance. Collegial dialogue focused on the potential of enacting PD guidelines, and made teachers’ stances to external ideas visible, including expressions of resistance. Such visibility of resistance enabled suggestions for stronger adherence to guidelines. This focus on adherence may come at the cost of a meaningful adaptation of external ideas to local settings and decrease the sustainability of changes.

Place, publisher, year, edition, pages
Routledge, 2019.
Keywords [en]
Collaborative professional development; educational governance; work of governing; collegial dialogue; legitimation
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:uu:diva-400384DOI: 10.1080/00220272.2019.1702721OAI: oai:DiVA.org:uu-400384DiVA, id: diva2:1381092
Available from: 2019-12-20 Created: 2019-12-20 Last updated: 2019-12-20

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full texthttps://www.tandfonline.com/doi/full/10.1080/00220272.2019.1702721

Authority records BETA

Kirsten, Nils

Search in DiVA

By author/editor
Kirsten, Nils
By organisation
Department of Education
In the same journal
Journal of Curriculum Studies
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 4 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf