Teacher Collegiality in Context of Institutional Logics: A Conceptual Literature Review

  • Katarina Samuelsson University of Gothenburg

Abstract

This article presents an analysis and discussion of the conceptions of teacher collegiality in times of restructuring, where a shift in the governance of teachers’ work from bureaucratic to market principles can be identified. In addition, several actors from different cultural and social worlds want to contribute to education policy and school success, often through collegiality. Through a conceptual research review, a selection of articles on how teacher collegiality is assigned meaning in the context of different institutional logics is analysed. Different kinds of collegiality are presented, all of which have something to contribute to the understanding of teachers’ work; however, they imply different things. Such differences need to be clarified in order to improve the exchange of ideas, cooperation, and mutual understanding between actors in different cultural and social worlds. Researchers, actors, and experts in market-driven societies will thereby have a better chance to exchange ideas and actually understand each other.

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Author Biography

Katarina Samuelsson, University of Gothenburg

 

 

Published
2018-11-30
How to Cite
Samuelsson, K. (2018). Teacher Collegiality in Context of Institutional Logics: A Conceptual Literature Review. Professions and Professionalism, 8(3). https://doi.org/10.7577/pp.2030