Suchergebnisse

This article draws on empirical data from two comparative studies (McNess 2002, Osborn et al. 2002) to dicuss, from an 'outsider's' point of view, the underlying values that can be identified in the priorities and practice of teachers in the Danish Folkeskole. Following a short discussion of the historical development of schooling in Denmark, the article draws attention to the continuing values which appear in current education policy and are evidenced in the structure and organisation of the Danish Folkeskole. ; This article presents the continuing underlying values which continue to permeate current educational policy and the structure and organisation of the Danish Folkeskole. Values of democracy, consensus and co-operation, and the prime importance placed on good communication and the social and affective side of learning are illustrated in the pivotal role of the klasselœrer, the teacher responsible for the class. Alongside her long-range educational and pastoral aim, she plays a long-term role as a counsellor, encouraging maximum contact between the family and the school. L'article présente les valeurs ancestrales qui inspirent, encore aujourd'hui, les politiques éducatives, la structure et l'organisation des Folkeskolen danoises. Les valeurs de démocratie, de consensus, de collaboration et l'importance de la communication et des aspects sociaux et affectifs sont illustrés par le rôle-clé du klasselœrer, le professeur responsable de classe. Il joue pour chaque élève un rôle à long terme de conseiller et de médiateur entre la famille et l'école.