Skolutveckling för hållbart lärande utgår från ett helhetsperspektiv på skolutveckling. Det handlar om att se till elevens hela lärande­situation där både välbefinnande och bildning står i centrum, men också om att engagera hela skolan i ett multiprofessionellt utvecklingsarbete. I boken beaktas såväl betydelsen av styrdokument, lokala förut­sättningar och en utbildning på vetenskaplig grund och utifrån beprövad erfarenhet. Syftet är att medverka till hållbara kunskaper och människor samt bidra till en hälsofrämjande arbetsplats. Boken innehåller både teoretiska och praktiska perspektiv på skol­utveckling integrerat med ett konkret exempel från ett forsknings- och utvecklingsprojekt om hållbart lärande. Den vänder sig till verksamma på alla nivåer som arbetar med skolutveckling och till rektors- och lärarutbildningen.

This article investigates the professional integration of a group of newly arrived teachers, mainly from Syria, who participated in the labour market Fast-track programme in Sweden, which aims at facilitating quicker pathways to teaching positions. Drawing on the institutional perspective, our analysis focuses on formal and informal institutional conditions that hinder or enable newly arrived teachers in their striving for legitimacy as professional teachers. Analysis of focus group interviews and observations show that despite their professional experiences there are limits to their prior professional skills and competences being recognized within the Swedish school. The main institutional challenges identified were acquiring Swedish, understanding and managing the pupil-centred curriculum and its associated communication skills and taking on the facilitator teacher role. Handling and negotiating these challenges are important for gaining recognition as professional teachers, which, it seems, influences their opportunities for employment. To afford them opportunities for professional socialization, it is important to enable them to become acquainted with, handle and negotiate institutional conditions within a new school culture. In contrast to the quick-fix view of European integration policy, our study shows that the professional integration process takes time and includes a socialization process.

The advent of globalization is one of the most transformational projects in modern society. As such, its impact has been urgently sensed in the field and the institutions of education, which are publicly recognized as the most effective instrument in nation building.

Bakgrunden till denna studie är ett regeringsbeslut att införa en rad Snabbspår för nyanlända med yrkeserfarenhet inom vissa bristyrken. I studien undersöks den professionaliseringsprocess som en grupp nyanlända lärare går igenom under tiden i Snabbspåret för nyanlända lärare och förskollärare. Studien omfattar fokusgruppintervjuer med deltagare i Stockholm under våren 2017, lärare som undervisar i Snabbspåret och handledare på den arbetsplatsförlagda praktiken. Dessutom gjordes en enkätundersökning med deltagarna samt observationer av den arbetsplatsförlagda praktiken och av undervisningen i Snabbspåret. Studien visar att gruppen nyanlända lärare fick kunskap om den svenska skolan på flera plan. Men framför allt tycks Snabbspåret ha erbjudit dem ett första steg i processen att återgå till läraryrket i ett nytt land. Samtidigt framgår det att de nyanlända lärarna står inför flera utmaningar när de söker etablera sig som lärare i Sverige. Dessa utmaningar går dels att relatera till formella institutionella villkor, som att erhålla en lärarlegitimation och krav på kunskaper i svenska, dels till informella villkor som baseras på normer och värderingar om lärare och vad som anses utgöra lärarprofessionalism i Sverige. I studien framkommer att den process de nyanlända lärarna genomgår i mycket handlar om ett samspel mellan de reglerande strukturer de möter under tiden i Snabbspåret och deras eget förhållningssätt och agerande i detta möte.

This doctoral thesis investigates the interrelatedness between school policy and practice. In the thesis, the construction of “the teacher” is analysed in school policy documents and teacher interviews. I am particularly interested in the relation between school policy and school practice in light of the two latest curriculum reforms 1994 and 2011 and the teacher accreditation registration reform of 2011. The analysis focuses on two topics: grading and the professional teacher. In fact, an analytic link is made between the emphasis on grading and the discursive construction of the teacher in Swedish education policy. The theoretical framework is positioned within institutional theory within which I combine curriculum theory and the sociological new institutionalism with discourse theory. The analyses of policy documents reveals three types of different discursive constructions of “the teacher”. In the period of deregulation and decentralization, a professional teacher is constructed and the need for an autonomous teacher for school quality is expressed. By the 1990s -2000s an unprofessional grading teacher is constructed. In the period signifying the teacher accreditation and registration reform, a quality assured teacher is constructed. It is a teacher who is formally authorized and in need of continuing evaluation. In the focus groups interviews teachers constructs two types of professionalism. One is in line with the professionalism articulated in the policy texts and is about control and formal regulation and the other is about autonomy. Furthermore, the teachers relate to grading and teachers' ability to act in accordance with their overall teaching assignment. Grading were often constructed opposed to teaching. Demands for documentation, quality reports or the requirement of teacher accreditation is described as institutional practices defined from above. These practices make it difficult for teachers to complete their teaching assignments. The study indicates that teachers' ability to operate in an increasingly regulatory schooling culture has, through the types of requirements for transparency in teachers’ work, resulted in the decline of autonomy in their professional practice.