Why does a teacher remain at a high-risk school? Reflections on ethics and teaching quality in a culturally diverse and socioeconomically disadvantaged school in Denmark

TY - CHAP

T1 - Why does a teacher remain at a high-risk school?

T2 - Reflections on ethics and teaching quality in a culturally diverse and socioeconomically disadvantaged school in Denmark

AU - Petersen, Karen Bjerg

PY - 2024/1

Y1 - 2024/1

N2 - Based on the American educational philosopher Nel Noddings’ concepts of ethics of care and results from a semi-structured narrative interview, this chapter aims to explore the values of a long-serving Danish teacher and her colleagues who work at a high-risk urban school in Denmark. Why do the teacher and her colleagues continue to work for more than 20 years at the disadvantaged school – even though most of the teacher attrition literature argues that teachers more often tend to leave high-risk schools – defined as schools with a large concentration of low-income families, minority students, and/or low-achieving students? What keeps this teacher and her colleagues going? What is their understanding of teaching quality? The results indicate that a close relationship with the students, while taking care of them and expecting receptivity from them, and a holistic approach to teaching are some of the keys to understanding why these teachers stay. For the long-serving Danish teacher, the goal of education and teaching goes beyond the mere acquisition of knowledge and represents a more rounded understanding of the learning process.

AB - Based on the American educational philosopher Nel Noddings’ concepts of ethics of care and results from a semi-structured narrative interview, this chapter aims to explore the values of a long-serving Danish teacher and her colleagues who work at a high-risk urban school in Denmark. Why do the teacher and her colleagues continue to work for more than 20 years at the disadvantaged school – even though most of the teacher attrition literature argues that teachers more often tend to leave high-risk schools – defined as schools with a large concentration of low-income families, minority students, and/or low-achieving students? What keeps this teacher and her colleagues going? What is their understanding of teaching quality? The results indicate that a close relationship with the students, while taking care of them and expecting receptivity from them, and a holistic approach to teaching are some of the keys to understanding why these teachers stay. For the long-serving Danish teacher, the goal of education and teaching goes beyond the mere acquisition of knowledge and represents a more rounded understanding of the learning process.

U2 - 10.4324/9781003407775-12

DO - 10.4324/9781003407775-12

M3 - Book chapter

SN - 978-1-032-52667-6

SN - 978-1-032-50930-3

SP - 143

EP - 160

BT - Teacher Ethics and Teaching Quality in Scandinavian Schools

A2 - Knudsen, Lars Emmerik Damgaard

A2 - Wiberg, Merete

A2 - Petersen, Karen Bjerg

A2 - Haastrup, Lisbeth

PB - Routledge

CY - London

ER -