We analyse changes in the collective identity that Sweden’s largest labour union for teachers had during the period 1990–2017. The study is based on theory about how collective identity is constructed in adaptation and resistance to external categorical dimensions and internal group identification. We identify shifts in relation to how the union employ different aspects on teachers' recognition, emotional engagement, and evaluation. Two clear cut-off points can be identified. The first point, which is clearly related to the impact of political reforms, took place in 2000 and is about increased demands with respect to transparency, legality, equality, efficiency, and attainment results. The second point took place in 2015, a year when Sweden confronted a new set of social challenges. The teaching profession was re-launched as a moral agent and in need of a trust-based steering approach.

我们分析了瑞典最大的教师工会在1990-2017年期间的集体身份变化。该研究基于以下理论：关于如何在适应和抵抗外部分类维度和内部群体认同的过程中构建集体身份。我们发现与工会如何在教师的认可，情感投入和评估上运用不同方面有关的转变。可以确定两个明确的分界点。第一点显然与政治改革的影响有关，发生在2000年，涉及对透明度，合法性，平等，效率和成就的要求增加。第二点发生在2015年，这一年瑞典面对了一系列新的社会挑战。