Approaching Change through Pragmatic Routines: A Case Study of a Municipal Response to a Teacher Certification Reform in the Swedish School-Age Educare

Autor/in	Andersson, Richard
Titel	Approaching Change through Pragmatic Routines: A Case Study of a Municipal Response to a Teacher Certification Reform in the Swedish School-Age Educare
Quelle	In: Nordic Journal of Studies in Educational Policy, 8 (2022) 2, S.133-145 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andersson, Richard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/20020317.2022.2050593
Schlagwörter	Case Studies; Municipalities; Foreign Countries; Child Care; Early Childhood Education; Teacher Certification; Educational Change; Teacher Selection; Teacher Shortage; Prior Learning; Professional Identity; Educational Policy; Organizational Change; Educational Quality; Teacher Qualifications; Preschool Teachers; Sweden + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Magistrat; Ausland; Kinderfürsorge; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsreform; Lehrermangel; Vorkenntnisse; Politics of education; Bildungspolitik; Organisationswandel; Quality of education; Bildungsqualität; Lehrqualifikation; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Schweden
Abstract	During the last decade, the Swedish School-age Educare has been the object of multiple government-enforced reform initiatives in order to clarify its purpose and increase educational quality and equivalence. In 2019, a teacher certification reform was imposed on the educational programme, concretizing responsibilities between categories of staff and regulating hiring procedures in order to raise the level of formally qualified personnel. At the same time, Sweden was (and still is) battling a severe teacher shortage, with teachers certified towards the School-age Educare being one of the scarcer categories to acquire. Through a single-case study, this article explores a local municipal response to this policy dilemma by focusing on the ways in which the reform demands are translated and made sense of in terms of organizational routines. The findings show that actors make sense of demands based on prior knowledge and beliefs connected to identity and qualitative endeavours of the educational programme, which in turn shape 'scripts' to routine performance. However, when these scripts collide with performative constraints connected to organizational capacities, pragmatic routines are designed in order to partly sustain apprehensions from the initial reform translation, which in turn shapes further routinized action. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01