{"title":"教师在改革过程中的期望与经验","authors":"A. Qvortrup, H. F. Rasmussen","doi":"10.23865/nse.v42.3454","DOIUrl":null,"url":null,"abstract":"Since 2005, there have been three ambitious Danish upper-secondary school reforms. These reforms reflect broader international educational reform trends. In this article we apply a mixed methods approach to examine whether and how the role of teachers has changed. The article concludes that teachers encounter increasing complexity and a teaching role characterised by the need to make difficult decisions regarding prioritising tasks that, from a teacher’s perspective, all seem essential in order to ensure good teaching, with Bildung as a constant guiding light. We also conclude that reforms may be emotionally exhausting, as they risk undermining or undervaluing the moral purposes of teachers.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teachers’ Expectations and Experiences with Processes of Reform\",\"authors\":\"A. Qvortrup, H. F. Rasmussen\",\"doi\":\"10.23865/nse.v42.3454\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Since 2005, there have been three ambitious Danish upper-secondary school reforms. These reforms reflect broader international educational reform trends. In this article we apply a mixed methods approach to examine whether and how the role of teachers has changed. The article concludes that teachers encounter increasing complexity and a teaching role characterised by the need to make difficult decisions regarding prioritising tasks that, from a teacher’s perspective, all seem essential in order to ensure good teaching, with Bildung as a constant guiding light. We also conclude that reforms may be emotionally exhausting, as they risk undermining or undervaluing the moral purposes of teachers.\",\"PeriodicalId\":38767,\"journal\":{\"name\":\"Nordic Studies in Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-10-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nordic Studies in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.23865/nse.v42.3454\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nordic Studies in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.23865/nse.v42.3454","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
Teachers’ Expectations and Experiences with Processes of Reform
Since 2005, there have been three ambitious Danish upper-secondary school reforms. These reforms reflect broader international educational reform trends. In this article we apply a mixed methods approach to examine whether and how the role of teachers has changed. The article concludes that teachers encounter increasing complexity and a teaching role characterised by the need to make difficult decisions regarding prioritising tasks that, from a teacher’s perspective, all seem essential in order to ensure good teaching, with Bildung as a constant guiding light. We also conclude that reforms may be emotionally exhausting, as they risk undermining or undervaluing the moral purposes of teachers.