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Teacher Collegiality in Context of Institutional Logics: A Conceptual Literature Review

Artikel i vetenskaplig tidskrift
Författare Katarina Samuelsson
Publicerad i Professions and Professionalism
Volym 8
Nummer/häfte 3
ISSN 1893-1049
Publiceringsår 2018
Publicerad vid Institutionen för pedagogik och specialpedagogik
Språk en
Länkar https://doi.org/10.7577/pp.2030
Ämnesord Teacher collegiality, teacher professionalism, educational restructuring, structuring principles
Ämneskategorier Pedagogiskt arbete

Sammanfattning

This article presents an analysis and discussion of the conceptions of teacher collegiality in times of restructuring, where a shift in the governance of teachers’ work from bureaucratic to market principles can be identified. In addition, several actors from different cultural and social worlds want to contribute to education policy and school success, often through collegiality. Through a conceptual research review, a selection of articles on how teacher collegiality is assigned meaning in the context of different institutional logics is analysed. Different kinds of collegiality are presented, all of which have something to contribute to the understanding of teachers’ work; however, they imply different things. Such differences need to be clarified in order to improve the exchange of ideas, cooperation, and mutual understanding between actors in different cultural and social worlds. Researchers, actors, and experts in market-driven societies will thereby have a better chance to exchange ideas and actually understand each other.

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