Teachers’ handling of new knowledge challenges at the interface between known and unknowns (PhD project)
How do teachers handle challenges related to changing conditions for teachers’ work and learning?
About the project
The project focuses on professional teachers’ handling of knowledge challenges related to changing conditions for work and learning.
Empirically I examine teachers’ collaborative curriculum development at the school level by following a team of lower secondary school teachers closely over a year through an ethnographic approach. Drawing on ‘sociomaterial theories’ the project investigates and analyzes how such curriculum development unfolds in relation to a range of standards and guidelines, local negotiations, explorations and concerns.