Kari Kragh Blume Dahl
Dados Biográficos
| ID | 6300307 |
|---|---|
| NOME | Kari Kragh Blume Dahl |
| PRENOMES | Kari Kragh Blume |
| SOBRENOME | Dahl |
| ASSINATURA | DAHL K K B |
| AFILIAÇÕES | Aarhus University |
| ORCID | 0000-0001-9345-5036 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 12 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 2 |
Doubly situated teacher professionalism’
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, situat…
Collaborating alone? Teachers’ and pedagogues’ unequal cross-professional collaboration and what it means for their professional learning in Danish schools
Cross-professional collaboration in schools is a prerequisite for professional teaching practice and thus for professional development in many post-industrialized societies, yet little is known about how teachers with different professional backgrounds make meaning of and internalize cross-professional collaboration and how inequities in legitimacy and power in cross-professional collaboration affect professional learning. This article examines c…
Mo(ve)ments in professional identification
This article explores and compares the way in which Danish and Kenyan student-teachers achieve a professional identity while training to be teachers, drawing on conceptually-related theoretical approaches of critical psychology, social theory of learning, professional literature and literature about narratives and life history. Findings from contextual comparisons of the students’ life stories suggest that the process of professional becoming may…
Too much parental cooperation? Parent–teacher cooperation and how it influences professional responsibility among Danish schoolteachers
Parental participation is a fundamental principle of the Danish folkeskole (for children aged 6–16), yet this article explores how too much parental cooperation influences the relationship of teachers to their professional responsibility. The majority of research on parent–teacher cooperation has focused on parents’ opportunities to participate in school life, but little is known about what teachers think about such collaboration, and how imbalan…
Lifelong learning from natural disasters
This study explores reflective experience during transformative, group-based learning among university leaders following a natural disaster such as a typhoon in two Philippine universities. Natural disasters are recurrent phenomena in many parts of the world, but the literature largely ignores their impact on lifelong human learning, for instance regarding preparing the university setting for future natural disasters. The study used interviews an…
Narrative learning through life
Paradoxical health education’
This paper suggests the term 'paradoxical' to understand how health education (HE) is carried out and experienced as contradictory and inconsistent by student-teachers who learn about health in Kenyan teacher training colleges (TTC). The claim is that students, apart from formal HE lessons, also learn about health in non-curricular HE, which influences their actions in tangible ways. Bourdieu, medical anthropology and critical educational theory …
Mo(ve)ments in professional identification
This article explores and compares the way in which Danish and Kenyan student-teachers achieve a professional identity while training to be teachers, drawing on conceptually-related theoretical approaches of critical psychology, social theory of learning, professional literature and literature about narratives and life history. Findings from contextual comparisons of the students’ life stories suggest that the process of professional becoming may…
Lifelong learning from natural disasters
This study explores reflective experience during transformative, group-based learning among university leaders following a natural disaster such as a typhoon in two Philippine universities. Natural disasters are recurrent phenomena in many parts of the world, but the literature largely ignores their impact on lifelong human learning, for instance regarding preparing the university setting for future natural disasters. The study used interviews an…
Too much parental cooperation? Parent–teacher cooperation and how it influences professional responsibility among Danish schoolteachers
Parental participation is a fundamental principle of the Danish folkeskole (for children aged 6–16), yet this article explores how too much parental cooperation influences the relationship of teachers to their professional responsibility. The majority of research on parent–teacher cooperation has focused on parents’ opportunities to participate in school life, but little is known about what teachers think about such collaboration, and how imbalan…
Paradoxical health education’
This paper suggests the term 'paradoxical' to understand how health education (HE) is carried out and experienced as contradictory and inconsistent by student-teachers who learn about health in Kenyan teacher training colleges (TTC). The claim is that students, apart from formal HE lessons, also learn about health in non-curricular HE, which influences their actions in tangible ways. Bourdieu, medical anthropology and critical educational theory …
Collaborating alone? Teachers’ and pedagogues’ unequal cross-professional collaboration and what it means for their professional learning in Danish schools
Cross-professional collaboration in schools is a prerequisite for professional teaching practice and thus for professional development in many post-industrialized societies, yet little is known about how teachers with different professional backgrounds make meaning of and internalize cross-professional collaboration and how inequities in legitimacy and power in cross-professional collaboration affect professional learning. This article examines c…
Narrative learning through life
Paradoxical health education’
This paper suggests the term 'paradoxical' to understand how health education (HE) is carried out and experienced as contradictory and inconsistent by student-teachers who learn about health in Kenyan teacher training colleges (TTC). The claim is that students, apart from formal HE lessons, also learn about health in non-curricular HE, which influences their actions in tangible ways. Bourdieu, medical anthropology and critical educational theory …
Narrative learning through life
Lifelong learning from natural disasters
This study explores reflective experience during transformative, group-based learning among university leaders following a natural disaster such as a typhoon in two Philippine universities. Natural disasters are recurrent phenomena in many parts of the world, but the literature largely ignores their impact on lifelong human learning, for instance regarding preparing the university setting for future natural disasters. The study used interviews an…
Too much parental cooperation? Parent–teacher cooperation and how it influences professional responsibility among Danish schoolteachers
Parental participation is a fundamental principle of the Danish folkeskole (for children aged 6–16), yet this article explores how too much parental cooperation influences the relationship of teachers to their professional responsibility. The majority of research on parent–teacher cooperation has focused on parents’ opportunities to participate in school life, but little is known about what teachers think about such collaboration, and how imbalan…
Mo(ve)ments in professional identification
This article explores and compares the way in which Danish and Kenyan student-teachers achieve a professional identity while training to be teachers, drawing on conceptually-related theoretical approaches of critical psychology, social theory of learning, professional literature and literature about narratives and life history. Findings from contextual comparisons of the students’ life stories suggest that the process of professional becoming may…
Collaborating alone? Teachers’ and pedagogues’ unequal cross-professional collaboration and what it means for their professional learning in Danish schools
Cross-professional collaboration in schools is a prerequisite for professional teaching practice and thus for professional development in many post-industrialized societies, yet little is known about how teachers with different professional backgrounds make meaning of and internalize cross-professional collaboration and how inequities in legitimacy and power in cross-professional collaboration affect professional learning. This article examines c…
Doubly situated teacher professionalism’
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, situat…
Pedagogy (7 obras) · Psychology (6 obras) · Sociology (6 obras) · Political science (5 obras) · Teacher Education and Leadership Studies (5 obras) · Educator Training and Historical Pedagogy (4 obras) · Professional development (4 obras) · Danish (3 obras) · Kenya (3 obras) · Narrative (3 obras)