Reflexive professional subjects: knowledge and emotions in the collaborations between teachers and educational - psychological consultants in a Danish school context

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Reflexive professional subjects : knowledge and emotions in the collaborations between teachers and educational - psychological consultants in a Danish school context. / Dannesboe, Karen Ida; Kjær, Bjørg.

I: International Studies in Sociology of Education, Bind 28, Nr. 2, 2019, s. 168-185.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

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@article{988df171fd1442d69e46eec510bf5540,
title = "Reflexive professional subjects: knowledge and emotions in the collaborations between teachers and educational - psychological consultants in a Danish school context",
abstract = "In this article, we investigate how the shift towards inclusiveeducation in Danish schools changes and affects the ways inwhich educational-psychological advisory service (in Danish,PPR) units and school staffcollaborate. Since inclusion is gen-erally a matter of ensuring that every child can be accommo-dated within the mainstream school system, the increasedinclusion agenda has altered the type of support that PPRstypically offer. Classic psychological assessments now playa lesser role, with PPR staffexpected to conduct consultativework to promote the school staff’sreflection on their ownpractice, with the aim of supporting the inclusion of children.Based on an ethnographic study of the collaboration betweenPPR and school staff, we investigate the impact of the changeson the forms of knowledge and professional subjectivities thatare produced, as well as the emotional work that is involved.",
keywords = "Reflexion, Pedagogues, Teachers, Educational psychological consultancy service, Inclusion, Reform, Inklusion, L{\ae}rerprofession, P{\ae}dagogprofession, Grundskole, P{\ae}dagogisk psykologi",
author = "Dannesboe, {Karen Ida} and Bj{\o}rg Kj{\ae}r",
year = "2019",
doi = "10.1080/09620214.2018.1552179",
language = "English",
volume = "28",
pages = "168--185",
journal = "International Studies in Sociology of Education",
issn = "0962-0214",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Reflexive professional subjects

T2 - knowledge and emotions in the collaborations between teachers and educational - psychological consultants in a Danish school context

AU - Dannesboe, Karen Ida

AU - Kjær, Bjørg

PY - 2019

Y1 - 2019

N2 - In this article, we investigate how the shift towards inclusiveeducation in Danish schools changes and affects the ways inwhich educational-psychological advisory service (in Danish,PPR) units and school staffcollaborate. Since inclusion is gen-erally a matter of ensuring that every child can be accommo-dated within the mainstream school system, the increasedinclusion agenda has altered the type of support that PPRstypically offer. Classic psychological assessments now playa lesser role, with PPR staffexpected to conduct consultativework to promote the school staff’sreflection on their ownpractice, with the aim of supporting the inclusion of children.Based on an ethnographic study of the collaboration betweenPPR and school staff, we investigate the impact of the changeson the forms of knowledge and professional subjectivities thatare produced, as well as the emotional work that is involved.

AB - In this article, we investigate how the shift towards inclusiveeducation in Danish schools changes and affects the ways inwhich educational-psychological advisory service (in Danish,PPR) units and school staffcollaborate. Since inclusion is gen-erally a matter of ensuring that every child can be accommo-dated within the mainstream school system, the increasedinclusion agenda has altered the type of support that PPRstypically offer. Classic psychological assessments now playa lesser role, with PPR staffexpected to conduct consultativework to promote the school staff’sreflection on their ownpractice, with the aim of supporting the inclusion of children.Based on an ethnographic study of the collaboration betweenPPR and school staff, we investigate the impact of the changeson the forms of knowledge and professional subjectivities thatare produced, as well as the emotional work that is involved.

KW - Reflexion

KW - Pedagogues

KW - Teachers

KW - Educational psychological consultancy service

KW - Inclusion

KW - Reform

KW - Inklusion

KW - Lærerprofession

KW - Pædagogprofession

KW - Grundskole

KW - Pædagogisk psykologi

U2 - 10.1080/09620214.2018.1552179

DO - 10.1080/09620214.2018.1552179

M3 - Journal article

VL - 28

SP - 168

EP - 185

JO - International Studies in Sociology of Education

JF - International Studies in Sociology of Education

SN - 0962-0214

IS - 2

ER -