Lärarledd undervisning i fokus. En djupdykning i svenska lärosätens respons på Januariavtalets förslag

Abstract

This study investigates how Swedish higher education institutions argued for and positioned themselves regarding the proposal for increased teacher-led instruction within the framework of the January Agreement. Despite the acknowledged importance of teacher-led instruction for successful schooling, the Swedish Teachers' Union has reported that approximately 70% of students in teacher education programs receives eight or fewer hours of teacher-led instruction per week. Drawing upon resistance theory, institutional theory and academic capitalism, this study analyzes the responses from higher education institutions to enhance understanding of higher education reforms in Sweden. The findings contribute to the discourse surrounding the implementation of political proposals within public administration and emphasize the significance of improving the quality of teacher education for the future of educators, the Swedish school system, and their collective trajectory.