Teachers’ values in a space of change: The idea of teacher assistants as re-negotiation of teacher professionalism

Abstract

ABSTRACT Teacher professionalism has long been subject to contestation as embedded with certain ideas, norms and values. Transnational discourses on teacher professionalism have spurred the recontextualisation of the idea of teacher assistants in Swedish educational reform. Policy imperatives around increasing teachers’ professional responsibility and accountability have raised issues regarding what values around teacher professionalism ought to be prioritised. The aim of this article is to explore teachers’ values regarding professional responsibility in the compulsory school context based on the interaction with teacher assistants and in light of policy discourses on teacher professionalism. The concept of “discursive space” is utilised to explore juxtaposed values within the local and across national and transnational levels. This concept is based in a combination of discursive institutionalism and curriculum theory with an actor-centred approach around ideas and discourses in an institutional context. The analysis shows dilemmas around holistic aspects and fragmentation regarding professional responsibility, but also, possibilities when “sharing” responsibilities with teacher assistants. Dilemmas emerge around questions on purpose and temporal struggles. Dilemmas emerge regarding professional responsibility against accountability purposes and result-orientation. Re-negotiation of teacher professionalism is spurred by the idea of teacher assistants, and surrounding discourses, creating dilemmas for teachers in the negotiated discursive space.