Academized or deprofessionalized?– policy discourses of teacher professionalism in relation to research-based education
A key concern in international educational policy during the 21st century has been the impact of teacher professionalism on outcomes of schooling. Sweden makes for an interesting case because of the country’s initiatives to improve the quality of education through an academization of the teachers. T...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2021-01-01
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| Series: | Nordic Journal of Studies in Educational Policy |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/20020317.2021.1877448 |