Exploring teaching as an upper secondary school teacher through lived experience offers pedagogical insights that have been challenged over a period of 25 years, when neoliberal educational policies gradually transformed the conditions for teaching in Swedish schools. The article is grounded in the assumption that the teaching profession is complex and there are multiple tacit dimensions inherent in being and becoming a teacher. Several of these dimensions are captured by the notion of pedagogical tact and have to be learned through practice. However, over the past few decades, the implementation of neoliberal policies in the Swedish education sector have changed the conditions for teaching, and created an area of tension between the teacher’s pedagogical alignment and the educational practices influenced by neoliberal values. The aim of the study is to describe how the author experienced these tensions, and what they meant for her becoming and being a teacher in three different pedagogical sites: a higher education preparatory program, a vocational preparatory program, and in adult education. The description is grounded in the lifeworld phenomenological approach and carried out through personal narrative.

中文翻译：

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新自由主义学校市场中的教学​​者：通过生活经验发展教学策略

通过实践经验探索作为高中教师的教学方式，提供了教学上的见解，这些见解在过去25年中受到挑战，当时新自由主义的教育政策逐渐改变了瑞典学校的教学条件。本文基于这样一个假设，即教学职业是复杂的，并且在成为和成为一名教师时存在多个默认的内在维度。这些方面中的几个是教学技巧的概念所捕获的，必须通过实践来学习。然而，在过去的几十年中，瑞典教育部门实施新自由主义政策改变了教学条件，并在教师的教学方式与受新自由主义价值观影响的教育实践之间造成了紧张区域。该研究的目的是描述作者如何经历这些紧张关系，以及它们对她成为和成为三个不同的教学地点的老师意味着什么：高等教育预备课程，职业预备课程以及成人教育。该描述以生活世界现象学方法为基础，并通过个人叙述进行。