Contested discourses of teacher professionalism
This article addresses constructions and redefinitions of teacher professionalism by focusing on the discursive negotiations between the government and the teachers’ union.
Hovedinnhold
In a new article published in Journal of Education Policy, Sølvi Mausethagen and Lise Granlund examin three white papers on teacher education from the past 15 years and policy documents put forth by the Union of Education Norway during the past decade, the authors argue that new constructions of teacher professionalism are produced both by the government and from within the teachers’ union.
The authors argue that the teachers’ union is adopting an increasingly more active approach, thereby also challenging the idea that the teachers’ union is less interested in developing and taking responsibility for the quality of school education.
