 ‘Doubly situated teacher professionalism’: School culture, personal narrations and becoming a teacher in Danish schoolsKari Kragh Blume Dahl International Journal of Educational Development, 2024, vol. 107, issue C Abstract: 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. Keywords: Situated professionalism; School culture; Teacher narratives; Situated learning theory; Narrative psychology; Pierre Bourdieu (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:107:y:2024:i:c:s0738059324000695 DOI: 10.1016/j.ijedudev.2024.103047 Access Statistics for this article International Journal of Educational Development is currently edited by Stephen P Heyneman More articles in International Journal of Educational Development from Elsevier |
Is your work missing from RePEc? Here is how to contribute.
Questions or problems? Check the EconPapers FAQ or send mail to .
EconPapers is hosted by the
School of Business at Örebro University.