Relational Dimensions of Policy Enactment: Principals' Experiences of Relations With Newly Qualified Teachers During the Teacher Registration Reform

• In Event: Poster Session 2
  In Poster Session: Division K Section 10 Poster Session: Teaching and Teacher Education Policy and Research

Abstract

Globalized educational reforms include registration reforms for newly qualified teachers (NQTs). As policies travel, this paper examines the Swedish example of principals’ policy enactments (Ball et al, 2012) when assessing NQTs. Questionnaire data was collected in three municipality clusters. 11 semi-structured interviews with principals were conducted in two municipalities. These were analyzed to determine whether and how the relations between principals and NTQs changed due to the teacher registration reform. The results showed some positive change in the relations and that contrary to the reform’s intentions support and assessment practices were intermingled. As the complexity of the situation was underestimated, other countries may learn from the example of a reform that led to a policy retreat.

Authors

• Anneli Frelin, University of Gävle

• Jan Grannas, University of Gavle

• Göran Fransson, University of Gävle