Abstract
Since their inception, international large-scale assessments introduced by the OECD, such as PISA, have been widely discussed and disseminated in various social fields, e.g. policy, research, practice and the media. Administrative and political actors have responded to PISA and taken part in discussions about the results (e.g. Pettersson in Internationell kunskapsbedömning som inslag i nationell styrning av skolan. Uppsala University, Uppsala, 2008; Hopmann in European Educational Research Journal 6:109–124, 2007, 2015; Ozga in Fabricating quality in education: data and governance in Europe. Routledge, New York, 2011; Ertl in Oxford Review of Education 32:619–634, 2006; Grek in Journal of Education Policy 24:23–37, 2009).
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Carvalho, L. M. (2012). The fabrication and travel of a knowledge-policy instrument. European Educational Research Journal, 11(2), 172–188.
Eisner, E. W. (1996). Cognition and curriculum reconsidered. New York: Teachers College Press.
Ertl, H. (2006). Educational standards and the changing discourse on education: The reception and consequences of the PISA study in Germany. Oxford Review of Education, 32(5), 619–634.
Gerrard, J., & Farrell, L. (2013). Remaking the professional teacher: Authority and curriculum reform. Journal of Curriculum Studies, 46(5), 634–655. https://doi.org/10.1080/00220272.2013.854410.
Grek, S. (2009). Governing by numbers: The PISA ‘effect’in Europe. Journal of Education Policy, 24(1), 23–37.
Grek, S., Lawn, M., Lingard, B., Ozga, J., Rinne, R., Segerholm, C., et al. (2009). National policy brokering and the construction of the European Education Space in England, Sweden, Finland and Scotland. Comparative Education, 45(1), 5–21.
Hacking, I. (1992). ‘Style’ of historians and philosophers. Studies in the History and Philosophy of Science, 23(1), 1–20.
Hansen, H. K. (2015). Numerical operations, transparency illusions and the datafication of governance. European Journal of Social Theory, 18(2), 203–220.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
Hopmann, S. (2007). Restrained teaching: The common core of Didaktik. European Educational Research Journal, 6(2), 109–124. https://doi.org/10.2304/eerj.2007.6.2.109.
Lindblad, S., Pettersson, D., & Popkewitz, T. S. (2015). International comparisons of school results—A systematic review of research on large scale assessment in education. Stockholm, Sweden: Swedish Research Council.
Labaree, D. F. (2000). On the nature of teaching and teacher education: Difficult practices that look easy. Journal of Teacher Education, 51(3), 228–233.
Marginson, S., & Rhoades, G. (2001). Conceptualising global relations at the glonacal levels. Paper presented at the annual international forum of the conference of the Association for the Study of Higher Education, Richmond, VA.
Martens, K. (2007). How to become an influential actor—The “comparative turn” in OECD education policy. In K. Martens, A. Rusconi, & K. Lutz (Eds.), Transformations of the state and global governance. London: Routledge.
Mølstad, C. E. (2015). State-based curriculum-making: Approaches to local curriculum work in Norway and Finland. Journal of Curriculum Studies, 47(4), 441–461. https://doi.org/10.1080/00220272.2015.1039067.
Nóvoa, A., & Lord, M. (Eds.). (2002). Fabricating europe: The formation of an education space. Dordrecht/Boston/London: Kluwer Academic Publishers.
Ozga, Jenny, et al. (Eds.). (2011). Fabricating quality in education: Data and governance in Europe. New York: Routledge.
Pettersson, D. (2008). Internationell kunskapsbedömning som inslag i nationell styrning av skolan (Ph.D.). Uppsala University, Uppsala.
Pettersson, D., & Mølstad, C. E. (2016). PISA teachers: The hope and the happening of educational development. Educação & Sociedade, 37(136), 629–645. https://doi.org/10.1590/ES0101-73302016165509.
Pettersson, D., Popkewitz, T. S., & Lindblad, S. (2016). On the use of educational numbers: Comparative constructions of hierarchies by means of large-scale assessments. Espacio, Tiempo y Education, 3(1), 177–202.
Priestley, M., Robertson, S., & Biesta, G. (2012). Teacher agency, performativity and curriculum change: Reinventing the teacher in the Scottish curriculum for excellence. In B. Jeffrey & G. Troman (Eds.), Performativity across UK educaiton: Ethographic cases of its effects, agency and reconstructions (pp. 87–108). Painswick: E&E Publisher.
Prøitz, T. S. (2015). Uploading, downloading and uploading again—Concepts for policy integration in education research. Nordic Journal of Studies in Educational Policy (NordSTEP), 1(1), 70–80. https://doi.org/10.3402/nstep.v1.27015.
Rouvroy, A. (2012). The end(s) of critique: Data-behaviourism vs. due-process. In M. Hildebrandt & E. De Vries (Eds.), Privacy, due process and the computational turn. Philosophers of law meet philosophers of technology. Oxford: Routledge.
Scholl, D. (2012). Are the traditional curricula dispensable? A feature pattern to compare different types of curriculum and a critical view of educational standards and essential curricula in Germany. European Educational Research Journal, 11(3), 328–341. https://doi.org/10.2304/eerj.2012.11.3.328.
Steiner-Khamsi, G. (2004). The global politics of educational borrowing and lending. New York & London: Teachers College, Columbia University.
Taylor, S., Rizvi, F., Lingard, B., & Henry, M. (1997). Educational policy and the politics of change. London: Routledge.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd. and Educational Science Publishing House
About this chapter
Cite this chapter
Mølstad, C.E., Pettersson, D., Prøitz, T.S. (2018). Soft Infusion: Constructing ‘Teachers’ in the PISA Sphere. In: Normand, R., Liu, M., Carvalho, L., Oliveira, D., LeVasseur, L. (eds) Education Policies and the Restructuring of the Educational Profession. Perspectives on Rethinking and Reforming Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-8279-5_2
Download citation
DOI: https://doi.org/10.1007/978-981-10-8279-5_2
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-8278-8
Online ISBN: 978-981-10-8279-5
eBook Packages: EducationEducation (R0)