The basic professional knowledge of teachers and suborganizational transformation processes of external pressure?

Jens Hansen Lund

Abstract

Danish research (Hansen 2009; Lund 2012) have shown, that the basic professional knowledge of the profession of teachers (theoretical and philosophical pedagogy and didactics ) is under press, when different kinds of extern pressure (Scott 2008, Institutions and Organizations) are to be implemented/transformed into new practice. Reforms and normative expectations (fx evidence based teaching) etc. are constant and increasing demands from the society to the school. When these kinds of external demands are met and transformed with knowledge in the everyday life of schools, other aspects of knowledge than basic professional knowledge seem to take over. Furthermore this seems to happen in a paradoxical way, because it happens against an explicit wish in the profession of teachers.
Research question:

Which practices on a sub organizational level in schools can secure and support that the basic professional knowledge of the profession of teachers are given a central role and position, when extern pressure are to be transformed into new practice?

Originalsprog	Engelsk
Publikationsdato	2015
Antal sider	2
Status	Udgivet - 2015
Begivenhed	2015 ATEE Annual Conference - Teacher Education through Partnerships and Collaborative Learning Communities - Glasgow University, Glasgow, Storbritannien Varighed: 24 aug. 2015 → 26 aug. 2015 Konferencens nummer: 40 http://atee1.org/conferences/overview-of-old-conferences-and-seminars/

Konference

Konference	2015 ATEE Annual Conference - Teacher Education through Partnerships and Collaborative Learning Communities
Nummer	40
Lokation	Glasgow University
Land/Område	Storbritannien
By	Glasgow
Periode	24/08/15 → 26/08/15
Internetadresse	http://atee1.org/conferences/overview-of-old-conferences-and-seminars/

Emneord

Uddannelse, professioner og erhverv
fagligheder i spil
implementeringsfaglighed
reform 2014

Adgang til dokumentet

abstract empirical researchAccepteret manuskript, 178 KBLicens: Ikke-specificeret

Andre filer og links

ATEE-slides 2015

http://atee1.org/conferences/overview-of-old-conferences-and-seminars/

Citationsformater

@conference{a6477a5bb4a7481392970da4471a6084,

title = "The basic professional knowledge of teachers and suborganizational transformation processes of external pressure?",

abstract = "Danish research (Hansen 2009; Lund 2012) have shown, that the basic professional knowledge of the profession of teachers (theoretical and philosophical pedagogy and didactics ) is under press, when different kinds of extern pressure (Scott 2008, Institutions and Organizations) are to be implemented/transformed into new practice. Reforms and normative expectations (fx evidence based teaching) etc. are constant and increasing demands from the society to the school. When these kinds of external demands are met and transformed with knowledge in the everyday life of schools, other aspects of knowledge than basic professional knowledge seem to take over. Furthermore this seems to happen in a paradoxical way, because it happens against an explicit wish in the profession of teachers. Research question:Which practices on a sub organizational level in schools can secure and support that the basic professional knowledge of the profession of teachers are given a central role and position, when extern pressure are to be transformed into new practice?",

keywords = "education, professions and jobs, fagligheder i spil, implementeringsfaglighed, reform 2014",

author = "Lund, {Jens Hansen}",

year = "2015",

language = "English",

note = "2015 ATEE Annual Conference - Teacher Education through Partnerships and Collaborative Learning Communities ; Conference date: 24-08-2015 Through 26-08-2015",

url = "http://atee1.org/conferences/overview-of-old-conferences-and-seminars/",

}

The basic professional knowledge of teachers and suborganizational transformation processes of external pressure? / Lund, Jens Hansen.
2015. Abstract fra 2015 ATEE Annual Conference - Teacher Education through Partnerships and Collaborative Learning Communities, Glasgow, Storbritannien.

Publikation: Konferencebidrag uden forlag/tidsskrift › Abstrakt › Forskning › peer review