Professional Development Policy and Politics across International Contexts: From Mutuality to Measurability?

Autor/inn/en	Hardy, Ian; Ronnerman, Karin; Furu, Eli Moksnes; Salo, Petri; Forsman, Liselott
Titel	Professional Development Policy and Politics across International Contexts: From Mutuality to Measurability?
Quelle	In: Pedagogy, Culture and Society, 18 (2010) 1, S.81-92 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
Schlagwörter	Foreign Countries; Educational Policy; International Education; Politics of Education; Inservice Teacher Education; Partnerships in Education; College School Cooperation; Barriers; Policy Analysis; Measurement; Accountability; Municipalities; Educational Practices; Comparative Education; Action Research; Teacher Researchers; Australia; Finland; Norway; Sweden + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Internationale Erziehung; Educational policy; Lehrerfortbildung; Hochschulpartnerschaft; Politikfeldanalyse; Messverfahren; Verantwortung; Magistrat; Bildungspraxis; Vergleichende Erziehungswissenschaft; Projektforschung; Lehrerforschung; Australien; Finnland; Norwegen; Schweden
Abstract	This article reveals how educational policies and policy contexts in Sweden, Norway, Finland and Australia establish the circumstances which enable and constrain individual and collective teacher professional development as praxis. We provide insights into existing partnerships between universities and schools, and, municipalities and the state as vehicles for professional development, and the way in which policy contexts have shaped and reshaped these relationships. We also consider the resonances, and points of tension, across and within different national policy settings, to assist us to understand, and to productively inform, policy-making within and across national contexts. We conclude by arguing that while professional development policies within and across international contexts are productive of teachers' collective focus upon student learning--a form of "mutuality"--they increasingly serve as overarching practices which contribute to the development of educational practices reflective of national and international pressure to account for performance--a concern for "measurability". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10