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How Teachers and Principals Enact the Policy of Building Education in Sweden on a Scientific Foundation and Proven Experience: Challenges and Opportunities
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0002-7952-5111
Department of Education, Piteå municipality, Piteå, Sweden.ORCID iD: 0000-0002-0183-3069
2020 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

In 2010, Sweden was the first country in the world to introduce a legal requirement that education should be research-based, placing huge demands on schools. The study’s aim is to explore how, through sensemaking, teachers and principals enact this policy in schools. In total, 272 teachers and 23 principals from pre-schools, leisure-time centers, compulsory schools, and upper secondary schools completed a questionnaire.

The findings show the need for understanding central policy concepts, alignment with previous experiences, and a social context within which the policy can be understood, negotiated, and enacted. Policy enactment was dependent on the support given – professional development, time, and financial resources. Teachers and principals have so far experienced challenges and opportunities – a rewarding if complex process.

Place, publisher, year, edition, pages
Taylor & Francis, 2020.
Keywords [en]
Education policy, research-based education, policy enactment, teachers’ professional development, principalship
National Category
Educational Sciences Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:ltu:diva-77493DOI: 10.1080/00313831.2020.1713883OAI: oai:DiVA.org:ltu-77493DiVA, id: diva2:1388088
Available from: 2020-01-23 Created: 2020-01-23 Last updated: 2020-01-23

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Bergmark, Ulrika

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