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?
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | mar. 2018 |
| Status | Udgivet - mar. 2018 |
| Begivenhed | NERA 2018 : Educational Research: Boundaries, Breaches, and Bridges - Oslo Universitet, Oslo, Norge Varighed: 8 mar. 2018 → 10 mar. 2018 Konferencens nummer: 46 http://www.nera2018.uio.no/ |
Konference
| Konference | NERA 2018 |
|---|---|
| Nummer | 46 |
| Lokation | Oslo Universitet |
| Land/Område | Norge |
| By | Oslo |
| Periode | 08/03/18 → 10/03/18 |
| Internetadresse |
Emneord
- Læring, pædagogik og undervisning