Teachers’ Expectations and Experiences with Processes of Reform


  • Ane Qvortrup University of Southern Denmark, Denmark
  • Hanne Fie Rasmussen UCL University College, Denmark
DOI: https://doi.org/10.23865/nse.v42.3454


Since 2005, there have been three ambitious Danish upper-secondary school reforms. These reforms reflect broader international educational reform trends. In this article we apply a mixed methods approach to examine whether and how the role of teachers has changed. The article concludes that teachers encounter increasing complexity and a teaching role characterised by the need to make difficult decisions regarding prioritising tasks that, from a teacher’s perspective, all seem essential in order to ensure good teaching, with Bildung as a constant guiding light. We also conclude that reforms may be emotionally exhausting, as they risk undermining or undervaluing the moral purposes of teachers.

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Author Biographies

Ane Qvortrup, University of Southern Denmark, Denmark

Department for the Study of Culture

Hanne Fie Rasmussen, UCL University College, Denmark

Center for Applied School Research and Teacher Education



How to Cite

Qvortrup, A., & Rasmussen, H. F. (2022). Teachers’ Expectations and Experiences with Processes of Reform. Nordic Studies in Education, 42(3), 211–232. https://doi.org/10.23865/nse.v42.3454





reforms, mixed method, teacher experiences, upper secondary school