Niels Borch Rasmussen defends his PhD thesis at the Department of Political Science – University of Copenhagen

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Niels Borch Rasmussen defends his PhD thesis at the Department of Political Science

Niels Borch RasmussenCandidate

Niels Borch Rasmussen

Title

"Lærerprofession i forandring. Et organisationsstudie af læreres praksis efter folkeskolereformen"

The defence will be held in Danish.

The thesis is available as an e-book via Academic books

Time and venue

Wednesday 27 June 2018 at 10:00 at the University of Copenhagen, Centre for Health and Society, Department of Political Science, Øster Farimagsgade 5, DK-1353 Copenhagen K., room 4.2.26. Kindly note that the defence will start precisely at 10:00.

Assessment committee

  • Associate Professor Gunnar Gjelstrup, Department of Political Science, University of Copenhagen (chair)
     
  • Professor Kjell Arne Røvik, Institutt for samfunnsvitenskap, UiT, Norges Arktiske Universitet
     
  • Associate Professor Justine Grønbæk Pors, Department of Management, Politics and Philosophy, CBS

Abstract

The primary school reform 2014 is informed by the idea that teaching practices should be based on evidence-based knowledge. In continuation of the reform, the Ministry of Education developed a teaching standard that consists of preparation, implementation, and evaluation of teaching activities, which is related to the mandatory common learning objectives in the reform. The teaching standard is based on evidence-based knowledge about what works in relation to student learning outcome. The teaching standard is based on a different perception of, respectively, “good teaching” and “the professional teacher” than the prevailing professional norms in the Danish school tradition.

While there is a comprehensive debate among educational scholars in Denmark about the conceptual foundation of the teaching standard, the teaching standard is being implemented in the Danish primary school system in the years following the reform 2014. This dissertation examines changes in the everyday practices of primary school teachers, as the teaching standard is implemented in the school organization.

The change of teacher's practices is analyzed by tracing how the teaching standard is being translated into practice in the school organization. The approach of the analysis is to interpret how actors in the organization are informed by professional norms in society as they translate the teaching standard into practice in the school organization.

The analysis in the dissertation consists of a field analysis of professional norms in the public school sector and an organizational analysis of Glostrup Skole, a municipal school system.

The key purpose of the field analysis is to identify professional norms in the primary education sector and develop an interpretive frame for the organizational analysis in the years following the 2014 reform. The field analysis finds that professional norms in the public school sector revolves around two opposing rationalities. Positive framings of the teaching standard are based on the rationale of what works from evidence-based practice, while negative framings are based on the idea of cultural education of citizens. The two types of framing are opposing perceptions of “good teaching” and “the professional teacher”.

The organizational analysis is a study consisting of four phases in the translation process of how the teaching standard is translated into practice in Glostrup Skole. The overall development of the teachers practices during the investigated period is that the teachers are working more closely together in planning teaching activities, while teaching continue to be informed by the same perceptions of “good teaching” and “the professional teacher” as before primary school reform 2014.