A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Conceptualising and contesting ‘fast policy’ in teacher learning : a comparative analysis of Sweden, Finland and Australia (2020)


Hardy, I., Heikkinen, H., & Olin, A. (2020). Conceptualising and contesting ‘fast policy’ in teacher learning : a comparative analysis of Sweden, Finland and Australia. Teacher Development, 24(4), 466-482. https://doi.org/10.1080/13664530.2020.1776761


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Hardy, Ian; Heikkinen, Hannu; Olin, Anette

Lehti tai sarja: Teacher Development

ISSN: 1366-4530

eISSN: 1747-5120

Julkaisuvuosi: 2020

Volyymi: 24

Lehden numero: 4

Artikkelin sivunumerot: 466-482

Kustantaja: Routledge

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1080/13664530.2020.1776761

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus:


Tiivistelmä

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.


YSO-asiasanat: koulutuspolitiikka; opettajankoulutus; ammatillinen kehitys; vertaileva tutkimus

Vapaat asiasanat: educational policy; educational politics; teacher professional learning; teacher professional development; fast policy


Liittyvät organisaatiot


OKM-raportointi: Kyllä

Raportointivuosi: 2020

JUFO-taso: 1


Viimeisin päivitys 2021-07-07 klo 21:36