With this project, we would like to examine the pedagogical practice in pre-preparatory classes, and how it reflects on the changes made in the structural demands for the public primary schools and the consideration for the well-being of children.
Due to the international globalization trend, Denmark has over the last thirty years moved from being a national welfare state towards a globalized state of competition. This development has, among other things, resulted in a number of structural changes in the Danish public primary schools. We would like to emphasize how the development of society has influenced the pedagogical practice. Therefore, this project will explain the historical assumptions and political considerations that form the basis for the development of the Danish welfare state and its’ subsequent evolvement into an international state of competition. In an attempt to describe the above, this paper uses different theoretical perspectives and relevant documentation for the development of the Danish public primary schools in order to underline the factors that make today’s public primary schools.
To analyze how the pedagogical practice reflects on both the changes made in the structural demands and children’s well-being, this project is based on three-day participant observations in a Danish second grade class. Furthermore, this paper uses a interview of a second grade teacher to support the observed situations.
The study shows that there are elements of competition and performance in the investigated second grade class. These competition and performance-oriented elements are expressed in both the organization of the teaching on the basis of specific goals and in a performance culture in between the students. Furthermore, this project illustrate signs of an insecure community among the students, which may result in the children’s lack of well-being. In addition, this project shows the teacher’s need to differentiate between the students while including them in the process of this, in order to manage their social well-being as well as their academic well-being.
Therefore, we concludes that the politically formulated requirements for the public primary schools do not always seem to match practise. Thus, the observed teacher has an experience of having to balance the students' well-being at the expense of the academic content; presumably due to the fact that the political weightning may be regarded as more professionally based rather than focused on the children’s well-being.
|Uddannelser||Pædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||18 dec. 2018|