Cultural Boundary Work When Inviting Constructivist Pedagogy into Polytechnic Schools

Autor/in	Hindhede, Anette Lykke
Titel	Cultural Boundary Work When Inviting Constructivist Pedagogy into Polytechnic Schools
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 14 (2020) 2, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
Schlagwörter	Constructivism (Learning); Foreign Countries; Problem Based Learning; Marine Education; Technical Education; Educational Change; College Faculty; College Instruction; Teacher Attitudes; Administrator Attitudes; Power Structure; Denmark + Suchen Sie Ihr Suchwort? Ausland; Problem-based learning; Problemorientiertes Lernen; Technikunterricht; Bildungsreform; Fakultät; Hochschullehre; Lehrerverhalten; Dänemark
Abstract	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. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; Web site: https://scholarworks.iu.edu/journals/index.php/ijpbl/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01