Main Content
Session Information
23 SES 06 C, Testing, Assssment, Policy
Parallel Paper Session
Contribution
The main purpose of the project is - through the work with systematic documentation of quality - to study the teacher profession in the current Swedish preschool. Questions deal with how teachers handle the demands on visibility, how they perform and what aspects of the teacher profession will be exposed and what parts will be silenced. Documentation in itself is nothing new in the preschool teacher profession, but in the context of the requirements for visibility resulting from both increased government control (Folke-Fichtelius, 2008) and marketization, these data will present new dimensions with far-reaching implications for the teacher profession in preschool.
Theoretically the project is based on ideas on educational policy, meaning that policy is not ‘done’ to people, but pose problems to the subjects that must be solved in context (Ball, 2006). The visible preschool, constantly open to transparency, control and competition takes shape in the local context where teachers act to deal with the problems they face (Löfdahl & Perez Prieto, 2009a, 2009b). In this context, we regard performativity as a governance model where judgements, comparisons and demands on visibility are used as incentives to control and change. Furthermore, the project relies on theories of institutional narratives whose specific contribution is to understand the impact of local context on how activities and actors are performed (Löfgren, 2012). Locally produced texts are regarded as institutional narratives (Somers & Gibson, 1994, Linde 2009), designed for public inspection – from above and from outside – in which the teacher focuses on what the preschool is and should be, relates it to local and national steering documents, emphasises comparative advantages on the local (quasi-)market and carries out his or her own projects. We use the concept of institutional narratives to interpret not only the texts but also the discussions about the function of the texts as descriptions of the practice as well as normative and powerful tools in the formation of the pedagogical practice.
Method
Expected Outcomes
References
Ball, S. J. (2006). Education Policy and Social class. The selected works of Stephen J Ball. London: Routledge. Folke-Fichtelius, M. (2008). Förskolans formande: statlig reglering 1944-2008[ The shaping of Preschool state regulation 1944-2008]. Uppsala: Uppsala Studies in Education. Linde, C. (2009). Working the Past. Narrative and Institutional memory. Oxford: Oxford university press. Löfdahl, A., & Pérez Prieto, H. (2009a). Between Control and Resistance: Planning and Evaluation texts in the Swedish Pre-school. Journal of Education Policy 24(4), 393-408 Löfdahl, A., & Pérez Prieto, H. (2009b). Institutional Narratives within the Performative Preschool:‘If we write that we’re no good, that’s not good publicity!’ Early Years. Vol. 29, No. 3, 261–270. Löfgren, H. (2012) Det sitter inte i väggarna. Yrkesidentiteter i lärares berättelser om skola och arbete. (diss.)Karlstad: Karlstad University studies Somers, M. R., and G. Gibson. 1994. Reclaiming the Epistemological 'Other': Narrative and Social Constitution of Identity. In Social Theory and the Politics of Identity, ed. C. Calhoun, 37-99. Oxford: Blackwell.
Programme by Networks, ECER 2021
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
The programme is updated regularly (each day in the morning)
Marginal Content
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.