Abstract
Since their inception, international large-scale assessments introduced by the OECD, such as PISA, have been widely discussed and disseminated in various social fields, e.g. policy, research, practice and the media. Administrative and political actors have responded to PISA and taken part in discussions about the results (e.g. Pettersson in Internationell kunskapsbedömning som inslag i nationell styrning av skolan. Uppsala University, Uppsala, 2008; Hopmann in European Educational Research Journal 6:109–124, 2007, 2015; Ozga in Fabricating quality in education: data and governance in Europe. Routledge, New York, 2011; Ertl in Oxford Review of Education 32:619–634, 2006; Grek in Journal of Education Policy 24:23–37, 2009).
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Mølstad, C.E., Pettersson, D., Prøitz, T.S. (2018). Soft Infusion: Constructing ‘Teachers’ in the PISA Sphere. In: Normand, R., Liu, M., Carvalho, L., Oliveira, D., LeVasseur, L. (eds) Education Policies and the Restructuring of the Educational Profession. Perspectives on Rethinking and Reforming Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-8279-5_2
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