Which Problems to Solve by Teacher Education Reforms? On International Organizations and National Policy Discourses

• In Event: Engagement of Policy Actors in Teacher Education

Abstract

The purpose is to analyse how national and international agents define promises, deficits and challenges for teacher education. This research is based on theories of problem construction in policy discourses and on science-society interaction. In focus are OECD programs and reviews in interaction with policy discourses in Sweden. Data for the analyses are OECD reports and national official investigations and government bills plus interviews with policy-makers and civil servants. It was concluded that there was an increasing OECD impact in defining teacher education problems in based on principles of accountability, efficiency and evidence-based systems. However, the Swedish agents are keeping a distance from the OECD analyses and recommendations. These conclusions are presented in relation to alternative framings of teacher education.

Authors

• Sverker S:son Lindblad, University of Gothenburg

• Katarina Samuelsson, Gothenburg University