Doubly situated teacher professionalism: School culture, personal narrations and becoming a teacher in Danish schools

TY - JOUR

T1 - Doubly situated teacher professionalism

T2 - School culture, personal narrations and becoming a teacher in Danish schools

AU - Dahl, Kari Kragh Blume

PY - 2024/5

Y1 - 2024/5

N2 - Schools are sites of professional becoming, yet the links between individual professionalisation and school culture are overlooked in the literature. This article explores how one teacher achieved professional competence while working in three different schools in Denmark through personal narrations of institutionally instigated processes of professional becoming. Drawing on different theoretical perspectives spanning narrative approaches, situated learning, ethnography and Bourdieu's field theory, the findings suggest that the development of teacher professionalism is doubly situated in school cultures: first, through each school's emergence as a distinct sociocultural organisation of participation, meaning-making and competence; and second, through teachers’ personal narrations and meaning-making in relation to specific school cultures.

AB - Schools are sites of professional becoming, yet the links between individual professionalisation and school culture are overlooked in the literature. This article explores how one teacher achieved professional competence while working in three different schools in Denmark through personal narrations of institutionally instigated processes of professional becoming. Drawing on different theoretical perspectives spanning narrative approaches, situated learning, ethnography and Bourdieu's field theory, the findings suggest that the development of teacher professionalism is doubly situated in school cultures: first, through each school's emergence as a distinct sociocultural organisation of participation, meaning-making and competence; and second, through teachers’ personal narrations and meaning-making in relation to specific school cultures.

KW - Narrative psychology

KW - Pierre Bourdieu

KW - School culture

KW - Situated learning theory

KW - Situated professionalism

KW - Teacher narratives

UR - http://www.scopus.com/inward/record.url?scp=85190609562&partnerID=8YFLogxK

U2 - 10.1016/j.ijedudev.2024.103047

DO - 10.1016/j.ijedudev.2024.103047

M3 - Journal article

AN - SCOPUS:85190609562

SN - 0738-0593

VL - 107

JO - International Journal of Educational Development

JF - International Journal of Educational Development

M1 - 103047

ER -