The Professional Development of Teachers in Sweden

SUMMARY Since the beginning of the 1960s Swedish education has undergone major developments which have resulted in changes to initial teacher education programmes as well as in-service training. These changes and developments are outlined in the introductory sections of this paper. The article then considers the current rapidly changing and dynamic society in Sweden, which has brought new tasks and greater expectations both on the part of parents and of society in general for teachers and for schools. The issues for teachers and for teacher education in coping effectively with these demands are ongoing and complex. At a general level they involve the provision of appropriate professional support and training. At a more particular level such factors as professional accountability, teachers' career structure, new conceptions of teaching and learning, teachers' work culture, teachers' resource centre, quality of education and the role of educational research in professional development are involved. These are discussed briefly, with particular reference to the support structures which are necessary for effective professional development.