A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2020; you can also visit the original URL.
The file type is
Cultural Boundary Work when Inviting Constructivist Pedagogy into Polytechnic Schools
Interdisciplinary Journal of Problem-based Learning
In this study, we focus on a process of change in a polytechnic school in Denmark where the school management team decided to promote a non-traditional pedagogical approach. We examine teachers' moral evaluation of their own teaching, of students, and of learning during this transition in order to grasp the degree to which teachers needed to reconceptualize or reorient their traditional instructional roles and identities in order to meet the functional demands of the new forms of PBL-baseddoi:10.14434/ijpbl.v14i2.28625 fatcat:ddowrnl2fnc63kkvwgeojrrpxe