This study examines a recent reform in the Swedish teaching profession—the so-called first teacher reform, aimed at increasing teacher professionalism and the status of teachers. The reform created a situation by which a new role had to be created and inhabited by first teachers, appointed on what were considered arbitrary criteria. There were few existing norms, rules, and routines to draw upon for the newly appointed first teachers. The empirical focus of this study, based upon interviews and observations from seven schools in four Swedish municipalities, is how the newly appointed first teachers shape their role in relation to other teachers and to school management. We contribute to inhabited institutions theory by showing how processes of institutional change rely on externalization by relational work, through which the new role gains legitimacy and mutual recognition, and on objectification by jurisdictional work, through which the new role becomes taken for granted in a new division of labour. We thus argue that changes in the material basis of work processes are key to understanding processes of institutional inhabitation. Moreover, we show how changes in intra-professional jurisdictions can lead to upgrading, rather than degradation, of professional work. (Less)

中文翻译：

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居住机构：塑造瑞典学校的第一个教师角色

本研究考察了瑞典教学行业最近的一项改革——所谓的第一次教师改革，旨在提高教师的专业水平和教师的地位。改革创造了一种新的角色，必须由第一批教师创造和居住，根据被认为是任意标准的任命。新任命的第一批教师几乎没有现有的规范、规则和惯例可供借鉴。本研究的实证重点是基于对瑞典四个城市的七所学校的采访和观察，研究新任命的第一批教师如何塑造他们与其他教师和学校管理相关的角色。我们通过展示制度变迁过程如何依赖关系工作的外部化，为有人居住的制度理论做出贡献，新角色通过这种方式获得合法性和相互承认，以及通过司法工作的客观化，通过这种方式，新角色在新的分工中变得理所当然。因此，我们认为工作过程的物质基础的变化是理解机构居住过程的关键。此外，我们展示了专业内部司法管辖区的变化如何导致专业工作的升级，而不是退化。（较少的）而不是专业工作的退化。（较少的）而不是专业工作的退化。（较少的）