A1 Journal article (refereed)
Conceptualising and contesting ‘fast policy’ in teacher learning : a comparative analysis of Sweden, Finland and Australia (2020)
Hardy, Ian; Heikkinen, Hannu; Olin, Anette (2020). Conceptualising and contesting ‘fast policy’ in teacher learning : a comparative analysis of Sweden, Finland and Australia. Teacher Development, 24 (4), 466-482. DOI: 10.1080/13664530.2020.1776761
JYU authors or editors
Publication details
All authors or editors: Hardy, Ian; Heikkinen, Hannu; Olin, Anette
Journal or series: Teacher Development
ISSN: 1366-4530
eISSN: 1747-5120
Publication year: 2020
Volume: 24
Issue number: 4
Pages range: 466-482
Publisher: Routledge
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.1080/13664530.2020.1776761
Open Access: Publication channel is not openly available
Abstract
In this article, the authors refer to key national policies, and associated politics, in the Swedish, Finnish and Australian contexts, to reveal the key discourses that characterise how ongoing teacher learning is constituted in these settings. Drawing upon Peck and Theodore’s notion of ‘fast policy’, the authors identify what they describe as the ‘markers’ of fast policy in relation to teachers’ continuing professional learning, at the same time as they indicate countervailing praxis-oriented discourses that challenge these ‘fast policy’ approaches. Their research reveals a complex picture, indicating the clear prevalence of such markers in the Australian context, recent challenges to such markers in the Swedish context, and less evidence of such markers in the Finnish context but with some anomalies more recently. The research presents contestation to such markers as resources for hope, at the same time as it cautions how various markers of fast policy exert influence on teachers’ learning.
Keywords: education policy; teacher training; professional development; comparative research
Free keywords: educational policy; educational politics; teacher professional learning; teacher professional development; fast policy
Contributing organizations
Ministry reporting: Yes
