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Den nye folkeskolereform og arbejdstidsaftale i et kritisk psykologisk perspektiv

By Christoffer Granhøj Hansen, Sophie Amalie Jensen, Sanne Linde Kristensen and Stefanie Ellise Agnelea Sommer


Through the perspective of critical psychology this study examines how teachers relate to the new reform of the public school and the agreement of working hours and how this affects the teachers’ conduct of everyday life and self-consciousness. The study is based on an analysis of collected empirical data, which we gathered by making interviews and shadowing three different teachers on three different schools through a normal day of work. Since the implementation of the new agreement of working hours and the reform of the public school, the teachers can no longer prepare their teaching from home, as they have to spend all of their working hours on the school. The teachers experience this as an aggravation of the quality of their teaching and therefore their professional self image is compromised. This leads to the discussion of whether the new arrangements actually are a worsening of the conditions for both pupils and teachers. The study also discuss the limits of the categories of critical psychology and how some of the categories can be too binary for the understanding of human actions and interactions

Topics: Kritisk Psykologi, Fagidentitet, handleevne, Klaus Holzkamp, Den nye folkeskolereform, Ole Dreier
Year: 2015
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