Cultural boundary work when inviting constructivist pedagogy into polytechnic schools
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Cultural boundary work when inviting constructivist pedagogy into polytechnic schools. / Hindhede, Anette Lykke.
In: Interdisciplinary Journal of Problem-based Learning, Vol. 14, No. 2, 2020.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Cultural boundary work when inviting constructivist pedagogy into polytechnic schools
AU - Hindhede, Anette Lykke
PY - 2020
Y1 - 2020
N2 - In this study, we focus on a process of change in a polytechnic school in Denmark where the school management team decided to promote a non-traditional pedagogical approach. We examine teachers’ moral evaluation of their own teaching, of students, and of learning during this transition in order to grasp the degree to which teachers needed to reconceptualize or reorient their traditional instructional roles and identities in order to meet the functional demands of the new forms of PBL-based teaching and learning. Based on qualitative interviews with teachers and heads of schools, we found that the process of change mobilized competing definitions of the legitimate teacher, the legitimate student, and legitimate knowledge in this organizational context.
AB - In this study, we focus on a process of change in a polytechnic school in Denmark where the school management team decided to promote a non-traditional pedagogical approach. We examine teachers’ moral evaluation of their own teaching, of students, and of learning during this transition in order to grasp the degree to which teachers needed to reconceptualize or reorient their traditional instructional roles and identities in order to meet the functional demands of the new forms of PBL-based teaching and learning. Based on qualitative interviews with teachers and heads of schools, we found that the process of change mobilized competing definitions of the legitimate teacher, the legitimate student, and legitimate knowledge in this organizational context.
U2 - 10.14434/ijpbl.v14i2.28625
DO - 10.14434/ijpbl.v14i2.28625
M3 - Journal article
VL - 14
JO - Interdisciplinary Journal of Problem-based Learning
JF - Interdisciplinary Journal of Problem-based Learning
SN - 1541-5015
IS - 2
ER -
ID: 317083174