This project scrutinizes the cooperation between teachers and pedagogues in relation to the new public school reform, which was carried out in august 2014. The purpose of this project is to examine which meanings are constructed in the meeting between the two professions within the public school. The classical and contemporary theory of profession is accounted for as a way of confining and contextualizing our own constructivist and subject-oriented perspective. Our empirical work is based on two team-meeting observations and four interviews with both pedagogues and teachers in upper primary and lower secondary public school. From this empirical base the project illustrates how a narrative regarding ‘time’ is given significant importance in relation to the teacher and pedagogues work-life and cooperation, and how this narrative is characterized by a ambiguity. Furthermore, we discuss which meanings ‘autonomy’ is ascribed within the teacher and pedagogues’ work-life – leading to a challenge of the unambiguous and macro-based conception that a ‘deprofessionalization’ is taking place. Finally the project scrutinizes in which ways teachers and pedagogues, within this context, position themselves and each other, and how these narratives and positions may be of importance for their cooperation.
|Uddannelser||Pædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Bachelor el. kandidat|
|Udgivelsesdato||17 dec. 2014|