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Teacher Ethics and Teaching Quality in Scandinavian Schools

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Classroom
democratic classroom practices
Dilemmas
educational policy analysis
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Ethical formation
ethics in teacher professional development
Face-to-face communication
Literacy coaches
Moral challenges
moral education research
Nordic education systems
Online teaching
Professional autonomy
Professional identity
Professional noticing
professional teacher identity
psychosocial learning environment
Student's subjectivity
Students' personal development
Teachers' daily practice
Teaching is placed outside school
Tolerance
We-relation

Product details

  • ISBN 9781032526676
  • Weight: 400g
  • Dimensions: 156 x 234mm
  • Publication Date: 27 Jun 2025
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

This edited volume explores the idea that educational success in Scandinavian countries can be attributed to the inherent connectedness of teacher ethics and teaching quality, providing inspiration to teachers and school systems outside Scandinavia.

Acknowledging that Scandinavian school systems are known for mirroring the welfare systems and democratic societies with respect for both institutions and individuals, this book explores new educational demands, possibilities, and research developments taking place in Scandinavian countries such as Denmark, Norway, and Sweden that place the education system, and teachers’ professional development and identities, under pressure. Chapters address teacher ethics and quality in relation to topics such as the dialogical teacher, democratic teaching, parental collaboration, and the ethics of classroom management to inform non-Scandinavian, international school systems and teacher education initiatives.

Discussing current developments in the Scandinavian school systems and the emerging educational ideas and practices within them, this book will appeal to scholars, researchers, and postgraduate students studying teachers and teacher education, moral and values education, and teacher identities more broadly. It will also be useful to policymakers and teacher educators involved with teachers’ professional development more broadly.
About

Lars Emmerik Damgaard Knudsen is Associate Professor in Curriculum Research, Danish School of Education, Faculty of Arts, Aarhus University, Denmark.

Merete Wiberg is Associate Professor in Philosophy of Education, Danish School of Education, Faculty of Arts, Aarhus University, Denmark.

Karen Bjerg Petersen is Associate Professor Emerita in General Education, Danish School of Education, Faculty of Arts, Aarhus University, Denmark.

Lisbeth Haastrup is Associate Professor in Curriculum Research, Danish School of Education, Faculty of Arts, Aarhus University, Denmark.