1 Department of Curriculum Research, Danish School of Education, Aarhus University, Aarhus University2 Danish School of Education - Uddannelsesvidenskab, Emdrup, Danish School of Education, Arts, Aarhus University3 Danish School of Education - Uddannelsesvidenskab, Emdrup, Danish School of Education, Arts, Aarhus University
Teachers' perceptions of change and implications for teaching practice in Denmark
The chapter provides an insight into how Danish teachers in initial vocational education and training have experienced working in a system characterised by ongoing reforms and how the reforms from the teachers' perspective have changed their tasks, professional roles and needs for competence development. The Danish case shows how reforms have substantially changed the teachers' perception of teacher roles and that the idea of teachers as "change agents" in reforms has some side effects which may counteract the overall policy objectives.
National Pathways and European Dimensions of Trainers' Professional Development, 2011, p. 45-62