Professional practice in the tensions between responsibility and accountability

In this article we discuss how professional practice has been influenced by a changed policy in the Nordic context. Drawing on data from an evaluation of the implementation of the «Framework Plan for the Content and Tasks of Kindergartens», we argue that there is a movement from the social pedagogy tradition of Nordic kindergartens to an increased orientation towards concern for language testing and preparing for school. This change is discussed in light of a theoretical model illustrating the different logics of professional responsibility, based in professional knowledge and moral reasoning on the one hand and the accountability understood as an obligation to answer to external demands on the other. We conclude by identifying the dilemmas that may arise in the tensions between responsibility and accountability.

Keywords: National curriculum, local practices, tensions, professional responsibility