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Lärarlegitimationen som organisationsfråga: Strategisk respons och professionella konsekvenser
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Business Studies.
2014 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, no 2, p. 45-69Article in journal (Refereed) Published
Abstract [en]

The Swedish teacher certification reform can beseen as a professional reform introduced to enhance the status and knowledge level of the teaching profession. However, a high degree of autonomy is granted to local schools when it comes to organizing and preparing for the reform. The article identifies different strategic responses of schools and discusses their professional consequences. Strategic responses include, for example, organizational selection and prioritization between certified and non-certified teachers, unwanted re-organization of schools and emergency solutions. It is argued that such responses imply a stronger division between certified and non-certified teachers as well as a clash between formalized competence and ideals relating to professional practice.

Place, publisher, year, edition, pages
2014. Vol. 23, no 2, p. 45-69
Keywords [en]
autonomy, organization, profession, reform, strategic response, teacher certification
National Category
Business Administration
Research subject
Business Studies
Identifiers
URN: urn:nbn:se:uu:diva-224888OAI: oai:DiVA.org:uu-224888DiVA, id: diva2:719067
Available from: 2014-05-22 Created: 2014-05-22 Last updated: 2017-12-05

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Frostenson, Magnus

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