Abstract:
This ongoing study investigates whether different positions exists between teachers and school management in their view upon teaching. The project is part of a larger mixed methods based Danish follow up research project, investigating the implementation of learning goal oriented teaching, an element in the Danish school reform implemented from 2014 an onwards. Using a Q-methodological approach (Watts & Stenner, 2012), the study investigates which different positions that could be found between teachers and school management in their views upon teaching, and how the positions relates to teachers perception of further education activities related to the educational reform. The expectation is to find differences between the views of the two groups as the implementation of learning goal oriented teaching have met some resistance from parts of the teaching staff in the Danish public schools. The study will present the different positions that can be found between the participants, and analyze these positions in relation to the Q-interviews conducted with the participants.
Based on the retrieved positions among teachers and school management on the view upon teaching, the study will further interpret the remaining data material from the mixed methods study. With point of departure in Helmkes (2009) framework for analyzing instructional quality, we interviewed teachers in the study about their teaching practices centered on preparation, instruction and evaluation practices in their teaching. Within this framework, the study will present differences and similarities between the different positions found on teachers choice of teaching methods, work with differentiated teaching, their didactic considerations, and how they view and work with learning goal oriented teaching. Further, the study will investigate whether the different positions have influenced how the teachers’ have experienced and learned from participation in further education activities undertaken as part of the implementation of the school reform.
The study will conclude on how the different positions in the teachers view upon teaching seems to affect how they prepare, carry out and evaluate their daily teaching practices. Further, the study will conclude on how further education practices seems to influence how teachers take ownership over elements with direct implications for teaching practices when implementing a reform of the school system in relation to how the reform elements seem to match the different positions that the teachers holds.