Det nye klasselederskab i folkeskolens dialogiske undervisning - coaching mellem management og leadership

The overriding theme of this thesis is to locate the right balance between management and leadership for teachers in the Danish primary and lower secondary school (folkeskolen). The challenge of combining present political demands on technical management and teachers´ desires of humanistic leadership, is here particularly examined in a view on the possibilities that occur when elements of systemic coaching is implemented in a classroom dialogue.
The immediate aim is to illustrate how coaching tools on one side can confirm the results of international educational research, from especially John Hattie and Andreas Helmke, and on the other side, how coaching can qualify the classroom leadership by supplying the teacher with a greater amount of reflective strategies. The long time aim is to make a contribution to an outspread understanding of the term classroom management by adding it a leadership dimension.
The aim arose from my experienced discrepancy in epistemology between the national curriculums intension of teachers giving knowledge to the pupils, and my own conception of learning as a construction by psychic or social systems, as they are described by Rasmussen and Qvortrup in their constructions of Niklas Luhmanns theory of autopoietic systems. This study is therefore concentrated on the following question:
How can key elements from systemic coaching in the classroom dialogue support the teachers’ classroom leadership between political demands of management and an epistemology that denies the possibility of causality?