ABSTRACT
Schoolteachers and the Nordic Model examines the cultural distinctiveness of the Nordic teaching profession and teacher training compared to examples from Europe and North America.
The book explores the concept of these ‘teacher cultures’ as various dimensions of professional identities, recruitment patterns, teachers’ social status, values and knowledge. It considers how Nordic teachers´ socio-cultural backgrounds and their shifting societal roles compare with continental European examples, analysing the societal consequences of teacher cultures for the current Nordic welfare states. Offering a unique focus on teachers, the book uses a shared comparative and historical approach to add new knowledge to the analysis of global convergence and divergence in educational systems.
The book will be of great interest to researchers, scholars and post-graduate students in the fields of comparative education, educational policy, the sociology of education and the history of education. It will also be of interest to policy makers, teacher educators and school leaders.
The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
TABLE OF CONTENTS
chapter |22 pages
Introduction
part I|75 pages
The social roles, status and images of Nordic teachers
chapter 1|26 pages
Nordic elementary schoolteachers
chapter 3|12 pages
Peasant amongst peasants
chapter 4|18 pages
The Nordic model from afar
part II|72 pages
The emergence of Nordic teacher education and teacher identities
chapter 5|12 pages
Nordic and European comparisons
chapter 6|14 pages
Becoming universities?
chapter 7|16 pages
Pedagogy in Nordic teacher education
chapter 8|14 pages
Becoming a teacher in the 21st century
chapter 9|14 pages
Teachers as a political force
part III|69 pages
Nordic variations on teacher professionalism