This study examines teachers' evaluations of teaching resources produced by industry to support science and technology teaching. The aim is to contribute to an understanding of how teachers negotiate the usability of industrial school initiatives for compulsory school science and technology. These evaluations are conceptualized in terms of teacher agency and educational governance. The collected data consist of focus group interviews where Swedish lower secondary school teachers discuss the usability of industry‐produced teaching resources. A discourse analysis was conducted and five discourses discerned regarding teachers' practical evaluations of industry‐produced teaching resources: (1) the curriculum discourse, (2) the educational design discourse, (3) the practical discourse, (4) the correct science content discourse, and (5) the partiality and bias discourse. The teachers draw on the different discourses to different degrees, and the teacher agency achieved in specific situations will vary. Based on the results a tool aimed at strengthening teacher agency in the practical evaluations of teaching resources from the industry is proposed. The study also contributes to a critical discussion on the influence of industry on the local education policy arena and suggests directions for strengthening teacher agency in situations where teachers evaluate and make decisions about the use of industry‐produced teaching resources.

中文翻译：

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工业，科学教育和教师代理：对教师对行业生产的教学资源的评价的话语分析

本研究考察了教师对工业界为支持科学技术教学而产生的教学资源的评价。目的是帮助理解教师如何就工业学校义务教育科学技术的可行性进行谈判。这些评估是在教师代理和教育治理方面进行概念化的。收集的数据由焦点小组访谈组成，瑞典的初中教师讨论了行业生产的教学资源的可用性。进行了话语分析，从教师对行业生产的教学资源的实践评估中发现了五种话语：（1） 课程话语，（2）教育设计话语，（3）实践性话语；（4） 正确的科学内容话语；以及（5） 偏性话语和偏见话语。教师在不同程度上运用不同的话语，并且在特定情况下所获得的教师代理也会有所不同。根据结果​​，提出了一种旨在加强教师机构对行业教学资源进行实际评估的工具。该研究还有助于就工业对地方教育政策领域的影响进行批判性讨论，并为在教师评估和决策使用工业生产的教学资源的情况下，加强教师代理能力提供指导。