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Abstract
In 2013/2014 a major reform of the Danish school system took place. A key component of the reform
was to institutionalize pedagogues as part of the teaching staff in primary schools. Teaching had
hitherto been the sole domain of teachers. The aim of this paper is to explore situated effects of the
institutionalization of pedagogues as teaching staff in primary schools, through empirical
explorations of the boundary work of timetables. We ask: How do post-reform timetables perform
pedagogues?
was to institutionalize pedagogues as part of the teaching staff in primary schools. Teaching had
hitherto been the sole domain of teachers. The aim of this paper is to explore situated effects of the
institutionalization of pedagogues as teaching staff in primary schools, through empirical
explorations of the boundary work of timetables. We ask: How do post-reform timetables perform
pedagogues?
| Original language | English |
|---|---|
| Publication date | Mar 2018 |
| Publication status | Published - Mar 2018 |
| Event | NERA 2018: Educational Research: Boundaries, Breaches, and Bridges - Oslo Universitet, Oslo, Norway Duration: 8 Mar 2018 → 10 Mar 2018 Conference number: 46 http://www.nera2018.uio.no/ |
Conference
| Conference | NERA 2018 |
|---|---|
| Number | 46 |
| Location | Oslo Universitet |
| Country/Territory | Norway |
| City | Oslo |
| Period | 08/03/18 → 10/03/18 |
| Internet address |
Keywords
- learning, educational science and teaching
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Dive into the research topics of 'How do timetables perform pedagogues?'. Together they form a unique fingerprint.Activities
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NERA 2018
Hjøllund, N.-P. O. (Speaker) & Sauzet, S. (Speaker)
8 Mar 2018 → 10 Mar 2018Activity: Participating in or organising an event types › Conference
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