Danish University Colleges
The basic professional knowledge of teachers and suborganizational transformation processes of external pressure?
Lund, Jens Hansen
Publication date:
2015
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Citation for pulished version (APA):
Lund, J. H. (2015). The basic professional knowledge of teachers and suborganizational transformation processes of external pressure?. Abstract from 2015 ATEE Annual Conference - Teacher Education through Partnerships and Collaborative Learning Communities, Glasgow, United Kingdom.
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ATEE, 40th. Annual conference, 2015 Glasgow Abstract presenting empirical research
Project: The basic professional knowledge of teachers and suborganizational transformation processes of external pressure?
1 Title
The basic professional knowledge of teachers
and suborganizational transformation processes of external pressure?
Authors
Ass. Prof. Ph.d. Jens H. Lund, Docent, Ph.d. Steen Juul Hansen, Ass. Prof. Peter Hougaard Madsen
Via University College, Dep. of Teacher Education, Denmark
Author for correspondence Jens H. Lund, ass. prof. ph.d.
Mail: je@via.dk
Context
Denmark, The municipality of Skanderborg
Approach/question
Danish research (Hansen 2009; Lund 2012) have shown, that the basic professional knowledge of the profession of teachers (theoretical and philosophical pedagogy and didactics ) is under press, when different kinds of extern pressure (Scott 2008, Institutions and Organizations) are to be implemented/transformed into new practice. Reforms and normative expectations (fx evidence based teaching) etc. are constant and increasing demands from the society to the school. When these kinds of external demands are met and transformed with knowledge in the everyday life of schools, other aspects of knowledge than basic professional knowledge seem to take over. Furthermore this seems to happen in a paradoxical way, because it happens against an explicit wish in the profession of teachers.
Research question:
Which practices on a sub organizational level in schools can secure and support that the basic professional knowledge of the profession of teachers are given a central role and position, when extern pressure are to be transformed into new practice?
Theoretical framework
Neo institutional organizational theory (Scott 2008) and micro sociological approach to study the field of these processes and Berger and Luckmanns sociology of knowledge (Berger/Luckmann
ATEE, 40th. Annual conference, 2015 Glasgow Abstract presenting empirical research
Project: The basic professional knowledge of teachers and suborganizational transformation processes of external pressure?
2 1966, The social construction of reality) and their praxeology. By this theoretical approach the theme ‘from evidence to practice’ is somehow turned around to a question of ‘which practice calls for and invites which kind of knowledge/evidence?’
Knowledge operationalized into three main aspects: Global evidens (empirical), local ‘evidens’
(empirical) and basic professional knowledge (theoretical and philosophical).
Methodology Action research
Provisional findings
The ‘local’ evidence is in dominans
If basic professional knowledge is somehow playing a role it is in a haphazard way
If basic professional knowledge is somehow playing it often appears in ‘linquistic disguise’
Global evidence is very seldom invited
A drift toward (routinized) teaching is formating practice in the formal foras in a dominating way
Implications for teacher education Basic knowledge of implementation
Relevance ATEE
RDC: Professional development of Teachers
Litt.
Ball, J. S. Maguire, M. and Braun, A. (2012): How Schools do policy – policy enactments in secondary schools, Routledge
Berger, P.L. and Luckmann, T. (1966): The social construction of reality, Anchor Books, US Hansen, S. J. (2009): Bureaukrati, faglige metoder eller tommelfingerregler, AU
Lund, Jens H. (2012): Nye styringsformer i folkeskolen: ph.d.-afhandling, AU/IUP
Scott, W. Richard (2008): Institutions and Organizations, Third Edition, Sage Publications, International Educational and professional Publisher, Thousand Oaks, London.
Weick, K, E (1993):Reprinted from The Collapse of Sensemaking in Organizations: The Mann Gulch Disaster by Karl E. Weick published in Administrative Science Quarterly.
Volume 38, (1993): 628-652 by permission of Administrative Science Quarterly. © 1993 by Cornell University 0001-8392/93/3804-0628.
ATEE, 40th. Annual conference, 2015 Glasgow Abstract presenting empirical research
Project: The basic professional knowledge of teachers and suborganizational transformation processes of external pressure?
3 Weick, K. E. (1995): Sensemaking in organizations, SAGE Publications, Inc.
Weick, K. E. (2001): Making sense of the organization, Blackwell Publishing Weick, K. E. og Sutcliffe, K. M. og Obstfeld (2005): Organizing and the Process of Sensemaking, in Organization Science, vol. 16, No. 4, pp. 409-421
