Tore Bernt Sorensen is postdoctoral researcher at the Hertie School. He works in close collaboration with Professor Lukas Graf in the Educational Governance Team. Tore’s work is characterised by three lines of research: Globalisation and education, public policy analysis, as well as teachers and teaching. Currently, his research focuses on the ideas, political actors and institutional arrangements which have shaped European Union policies in education, lifelong learning and skill formation since the 1990s. Previously, Tore worked as a Postdoctoral Researcher in UC Louvain and in Jagiellonian University Krakow and he has been a Visiting Researcher at the University of Helsinki and the University of Sydney. He holds degrees from the University of Bristol and the Danish School of Education, Aarhus University. Tore’s research has been published in journals such as Comparative Education Review; Globalisation, Societies and Education; Discourse: Studies in the Cultural Politics of Education, as well as in a range of anthologies. Recently, he edited the handbook section "Globalization and Teacher Education" in The Palgrave Handbook of Teacher Education Research (Editor-in-Chief Ian Menter) and contributed with the chapter "Globalization, Teachers, and Teacher Education: Theories, Themes, and Methodologies".
Research/Policy Publications
Sorensen, T.B., 2022. “Globalization, teachers and teacher education: theories, themes and methodologies”. In The Palgrave Handbook of Teacher Education Research, edited by Ian Menter. Springer.
Sorensen, T.B., and X. Dumay, 2021. "The Teaching Professions and Globalization: A Scoping Review of the Anglophone Research Literature", Comparative Education Review, 65(4), 725-749. doi: 10.1086/716418
Sorensen, T.B., E. Grimaldi, and T. Gajderowicz (eds. 2021). Rhetoric or game changer: Social dialogue and industrial relations in education midst EU governance and privatisation in Europe. Final project report “Social dialogue and industrial relations in education: The challenges of multi-level governance and privatisation in Europe” (IR-EDUREFORM). Brussels: ETUCE.
Sorensen, T.B., C. Ydesen and S.L. Robertson, 2021. "Re-reading the OECD and education: the emergence of a global governing complex – an introduction", Globalisation, Societies and Education, 19(2), 99-107. doi: 10.1080/14767724.2021.1897946
Sorensen, T.B. 2021. "The space for challenge in transnational education governance: The case of Education International and the OECD TALIS programme", Discourse: Studies in the Cultural Politics of Education, 42(4), 572-589, doi: 10.1080/01596306.2020.1718611
Sorensen, T.B., and S.L. Robertson, 2020. "Ordinalization and the OECD's governance of teachers", Comparative Education Review, 64(1), 21–45. doi: 10.1086/706758
Sorensen, T.B. and S.L. Robertson, 2020. "O programo da OCDE TALIS: enquadrando, medindo e vendendo professores de qualidade", Currículo sem Fronteiras, 20(1), 43-61.
Robertson, S.L., and T.B. Sorensen, 2018. "Global transformations of the state, governance and teachers’ labour: Putting Bernstein’s conceptual grammar to work", European Educational Research Journal, 17(4), 470-488.
Sorensen, T.B., and S.L. Robertson, 2018. "Reframing Teachers’ Work for Global Competitiveness: New Global Hierarchies in the Governing of Education". In The Wiley Handbook of Global Educational Reform, edited by K.J. Saltman and A.J. Means, 87-112. Wiley-Blackwell.
Sorensen, T.B., and S.L. Robertson, 2017. "The OECD program TALIS and Framing, Measuring and Selling Quality Teacher™". In Routledge International Handbook of Teacher Quality And Policy, edited by M. Akiba and G.K. LeTendre, 117-131. Routledge.
Holloway, J., T.B. Sorensen, and A. Verger, 2017. "Global Perspectives on High-Stakes Teacher Accountability Policies: An Introduction". Education Policy Analysis Archives, 25(85), 1-18.
Sorensen, T.B. 2017. "Teachers and the global educational policy field". In The Global Educational Policy Environment in the Fourth Industrial Revolution: Gated, Regulated and Governed, edited by T.D. Jules, 59-84. Emerald.
