In Sweden, and most Western countries, pervasive neoliberal policies have dramatically transformed the entire education sector in a matter of decades. As teacher educators, we have experienced how neoliberal currents have pushed Swedish teacher education towards a teacher training paradigm which may risk undermining the foundations for professional judgement. Moreover, the Bologna Process and the introduction of New Public Management have had significant consequences for what it means to be a teacher educator. In this study, we present our everyday experiences of being teacher educators, immersed in a teacher education culture in Sweden which has evolved under the pressures of neoliberalism. To address these complex lived experiences we engaged in a phenomenological first-person account. Three main themes emerged from an analysis of lived experience descriptions: (a) Alignment Slaves; (b) Audit Puppets; (c) Techno Phobes. These themes reflect different lived dimensions of being teacher educators confronted with neoliberal agendas. The paper concludes with a call for resistance to bring about change within teacher education.

中文翻译：

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新自由主义时期的教师教育者：现象学的自学

在瑞典和大多数西方国家，普遍的新自由主义政策在几十年内极大地改变了整个教育部门。作为教师教育者，我们经历了新自由主义潮流如何将瑞典教师教育推向教师培训范式，这可能会破坏专业判断的基础。此外，博洛尼亚进程和新公共管理的引入对成为一名教师教育者意味着什么。在这项研究中，我们介绍了成为教师教育者的日常经历，他们沉浸在瑞典的教师教育文化中，该文化在新自由主义的压力下得到了发展。为了解决这些复杂的生活经历，我们采用了现象学第一人称视角。对生活经历的分析得出了三个主要主题：（a）对齐奴隶；（b）审计P；（c）Techno Phobes。这些主题反映了面对新自由主义议程的教师教育者的不同生活层面。本文最后呼吁抵制在教师教育中带来变革。