This paper examines the collaboration between teachers and educators since the implementation of the School Reform. This paper explains the School Reform in general, and explains the two different educations. Furthermore, this paper uses critical psychology to analysis on the collaboration, with special emphasis on the studies of Charlotte Højholt on the theory and methods of critical psychology. The general impression based on information from the media is that there is very little or no collaboration between teachers and educators within the educational system. This analysis of the collaboration, attempts to shed light on the working cooperation between these two main parties since the School Reform. Using the method of Practitioner Research, we interview and observe two key individuals, a teacher and an educator from a specific school. The Theory of Critical Psychology has enabled us to interpret and understand our findings. This study shows that the School Reform has had a huge impact on the new educational system. Teachers and educators are put together in the classrooms, to lift the school system academically. This study shows that there is a missing collaboration between teachers and educators at the school in question. Both the teacher and the educator, finds it difficult to collaborate, because of the missing time to collaborate on the lessons outside the classroom. Furthermore, this study concludes that collaboration between teachers and educators at the school in question is not functioning as intended.
|Uddannelser||Basis - Humanistisk Bacheloruddannelse, (Bachelor uddannelse) Basis|
|Udgivelsesdato||21 dec. 2015|
|Vejledere||Nina Rus Ingvorsen|