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dc.contributor.authorSkytterstad, Remi
dc.contributor.authorAntonsen, Yngve
dc.contributor.authorStenseth, Anna Maria Helena
dc.date.accessioned2024-08-30T09:17:28Z
dc.date.available2024-08-30T09:17:28Z
dc.date.issued2024-07-18
dc.description.abstractThis article analyzes how newly qualified teachers (NQTs) are conceptualized in Norwegian policy, specifically the green paper ‘NOU 2022: 13: With Further Significance’. Utilizing Carol Bacchi’s ‘What’s the Problem Represented to Be?’ approach, we dissect policy proposals and solutions to uncover and examine a tension-filled conceptualization of NQTs as both ‘valuable contributors’ and ‘being in need’. Our findings reveal a discourse that predominantly frames NQTs as the ‘problem’ while marginalizing potential deleterious conditions that shape their professional realities. We argue that this framing not only oversimplifies a complex issue but also risks perpetuating the very challenges it aims to solve. Considering these findings, we highlight the benefits of shifting from a discourse of remediating deficits to one of equality that acknowledges NQTs’ capabilities and contributions. This reconsideration could have broader implications for enhancing the attractiveness and reputation of the teaching profession. While our analysis centers on Norwegian policy, the issues and consequential discussion have implications beyond the borders of Norway.en_US
dc.identifier.citationSkytterstad RAS, Antonsen yan, Stenseth AS. Remediating deficits? Problem representations in Norwegian policies for newly qualified teachers. Journal of Education Policy. 2024en_US
dc.identifier.cristinIDFRIDAID 2282804
dc.identifier.doihttps://doi.org/10.1080/02680939.2024.2380761
dc.identifier.issn0268-0939
dc.identifier.issn1464-5106
dc.identifier.urihttps://hdl.handle.net/10037/34482
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.journalJournal of Education Policy
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2024 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)en_US
dc.titleRemediating deficits? Problem representations in Norwegian policies for newly qualified teachersen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US


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Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
Med mindre det står noe annet, er denne innførselens lisens beskrevet som Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)