Abstract This report aims to examine the experiences four individual teachers have had during the first months of the Danish school reform August 2014. From the very onset of the project, an em-phasis on the inductive approach is the key factor to examine the first-person experiences. The predominant motive is to phenomenologically delve into the changes and accounts, which the teachers define most principal. In compliance with the methodological basis of the project, no theory was chosen before the interviews were thoroughly categorized. Subsequently, Andy Har-greaves and Donald A. Schön are chosen to theorize the teachers’ statements to understand and interpret their experiences in a broader and deeper sense. The analysis is chronologically built up around a typical school day from the teachers’ point of view, describing the specific situations that have been influenced by the emergence of the re-form. Despite individual differences in the interviews, a common denominator of the teachers’ experiences is frustration due to the lack of time and flexibility the reform has caused. The lim-ited time and flexibility pressure the teachers, thus entail guilt when having to prioritize their work tasks over their quality of work. They all wield the guilt and confusion from the multiple expectations by fitting into the new control systems, even though the systems conflict with their former standards of teaching. In this sense, the reform is a symptom of an intensifying movement of the teacher’s profession towards a more technical-rationality model of teaching, which weighs externally standardized knowledge before reflected and “custom-made” teaching in context. The intensity of working hours has shown to be an obstacle that prevents the teachers from reflecting upon the intended content of the reform.
|Uddannelser||Pædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Bachelor el. kandidat|
|Udgivelsesdato||26 jan. 2015|
- Lov 409
- Andy Hargreaves
- Donald Schön