Abstract
We analyse changes in the collective identity that Sweden’s largest labour union for teachers had during the period 1990–2017. The study is based on theory about how collective identity is constructed in adaptation and resistance to external categorical dimensions and internal group identification. We identify shifts in relation to how the union employ different aspects on teachers’ recognition, emotional engagement, and evaluation. Two clear cut-off points can be identified. The first point, which is clearly related to the impact of political reforms, took place in 2000 and is about increased demands with respect to transparency, legality, equality, efficiency, and attainment results. The second point took place in 2015, a year when Sweden confronted a new set of social challenges. The teaching profession was re-launched as a moral agent and in need of a trust-based steering approach.