Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Transnational policy discourses on ‘teacher quality’: an educational connoisseurship and criticism approach
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. (Linnaeus-SITE)ORCID iD: 0000-0002-8503-2655
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. (Linnaeus-SITE)ORCID iD: 0000-0001-5554-6041
2019 (English)In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 17, no 3, p. 438-454Article in journal (Refereed) Published
Abstract [en]

In this article, we analyse key policy documents on teacher quality produced by the OECD andthe EU during the period 2005 to 2017 using an educational connoisseurship and criticismapproach. The purpose of this article is to explore how Eisner’s concepts of educational connoisseurshipand educational criticism can be understood and used to analyse educational policy,especially how teacher quality is discursively constructed in transnational authoritative texts oneducation policy. Eisner’s three aspects of criticism, description, interpretation and evaluation canbe utilised in a differentiated critical approach to the analysis of transnational policy documentson education. While the critical descriptive discourse can be viewed as ‘identifying a simplerelationship’ between social development and educational needs, the interpretative critical discoursecan be regarded as ‘recognising the complexity’ of teachers’ tasks in changing societies andthe critical evaluative discourse as ‘recognising and problematising contradictory interests’ thataffect teachers’ work. We argue that the philosophical concepts of connoisseurship and criticismcontribute to policy research by demonstrating that a multifaceted concept of teacher quality isneeded to capture the complex nature of education.

Place, publisher, year, edition, pages
Sage Publications, 2019. Vol. 17, no 3, p. 438-454
Keywords [en]
Education policy, Teacher quality, Elliot Eisner
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-79719DOI: 10.1177/1478210318819200ISI: 000464276900009Scopus ID: 2-s2.0-85060051055OAI: oai:DiVA.org:lnu-79719DiVA, id: diva2:1281388
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-08-29Bibliographically approved

Open Access in DiVA

fulltext(347 kB)130 downloads
File information
File name FULLTEXT01.pdfFile size 347 kBChecksum SHA-512
be692a6abee98099d418a01ee5f21e7b0751df8203e8243574f9cd3b6f667f8ac5ad1f6da0dfed55976f0758f07aeb9346112af7adefffa0f00930cdde355858
Type fulltextMimetype application/pdf

Other links

Publisher's full textScopus

Search in DiVA

By author/editor
Nordin, AndreasWahlström, Ninni
By organisation
Department of Pedagogy and LearningDepartment of Education and Teacher's Practice
In the same journal
Policy Futures in Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 130 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 199 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf