Teacher Change in an Era of Neo-Liberal Policies: A Neo-Institutional Analysis of Teachers' Perceptions of Their Professional Change

IF 2.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Educational Research Journal Pub Date : 2024-09-17 DOI:10.2304/eerj.2014.13.3.360

Magnus Rye Ramberg

{"title":"Teacher Change in an Era of Neo-Liberal Policies: A Neo-Institutional Analysis of Teachers' Perceptions of Their Professional Change","authors":"Magnus Rye Ramberg","doi":"10.2304/eerj.2014.13.3.360","DOIUrl":null,"url":null,"abstract":"The aim of this article is to explore how neo-institutional theory may be applied as an analytical framework to investigate the relationships between teachers' perceptions on their professional change on the one hand, and the numerous change efforts embedded in recent neo-liberal educational policies in Norway on the other. Based on biographical interviews with Norwegian teachers, it is argued that the dynamics of change can be investigated in light of teachers' institutionalised practices within a certain set of governing mechanisms including regulative rules, norms and cultural-cognitive beliefs. The findings suggest that vital, regulative elements in recent neoliberal policies have managed to penetrate the teachers' perceptions of their classroom practices, in a process that is framed by teachers' pre-existing normative values and the cultural scripts guiding their practices. This article concludes that the neo-institutional analytical framework may serve as a sound approach to investigate and compare how issues of teacher change are unfolding across European education systems and policies.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.2304/eerj.2014.13.3.360","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

The aim of this article is to explore how neo-institutional theory may be applied as an analytical framework to investigate the relationships between teachers' perceptions on their professional change on the one hand, and the numerous change efforts embedded in recent neo-liberal educational policies in Norway on the other. Based on biographical interviews with Norwegian teachers, it is argued that the dynamics of change can be investigated in light of teachers' institutionalised practices within a certain set of governing mechanisms including regulative rules, norms and cultural-cognitive beliefs. The findings suggest that vital, regulative elements in recent neoliberal policies have managed to penetrate the teachers' perceptions of their classroom practices, in a process that is framed by teachers' pre-existing normative values and the cultural scripts guiding their practices. This article concludes that the neo-institutional analytical framework may serve as a sound approach to investigate and compare how issues of teacher change are unfolding across European education systems and policies.

查看原文本刊更多论文

新自由主义政策时代的教师变革：对教师职业变化看法的新制度分析

本文旨在探讨如何运用新制度理论作为分析框架，研究教师对其专业变化的看法与挪威近期新自由主义教育政策所包含的众多变革努力之间的关系。根据对挪威教师的履历访谈，研究认为，可以根据教师在一定的管理机制（包括管理规则、规范和文化-认知信念）内的制度化实践来研究变革的动力。研究结果表明，近期新自由主义政策中的重要调节因素已经渗透到教师对其课堂实践的认识中，而这一过程是以教师原有的规范价值观和指导其实践的文化脚本为框架的。本文的结论是，新制度分析框架可以作为研究和比较教师变革问题如何在欧洲教育制度和政策中展开的一种合理方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.30

自引率

10.50%

发文量

期刊介绍： The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)