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Abstract

The outset of the chapter is research regarding teachers' use of collegial teams which were made obligatory in a recent reform (2005). It shows that contrary to what was expected by the ministry of education, the teachers find that the benefits of these teams are mainly collegial discussions of classes and 'getting to know each other' rather than didactic and paedagogical exchanges. In the line of psychosocial theoretical approaches, I see teachers' use of their teams in the context of increasing pressure on them to control emotions in connection with their work, and I support my argument by including and discuss theoretical contributions from Alex Honneth and Wilfred Bion.
Original languageEnglish
Title of host publicationPsycho-social theory and cases
EditorsLinda Lundgaard Andersen
Number of pages15
PublisherPolicy Press
Publication statusSubmitted - 2015

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