ABSTRACT
This chapter compares the governance of teachers in Sweden, Norway, and Germany. Drawing on descriptions of the different countries’ governance regimes from a sociohistorical perspective, the chapter shows how nation-specific particularities have and continue to shape their respective teaching professions. Educational reforms in these countries have confronted teachers with processes of integration and fragmentation, which have had an impact on the complexity of the respective systems. From this perspective, a challenge is posed to the idea that a common Nordic ideology of universalism and equality, where education prevails as a central part of the public welfare system, has led to a uniform Nordic teaching profession.
