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-based teaching and learning. Based on qualitative interviews with teachers and heads of schools, we found that the process of change mobilized competing definitions of the legitimate teacher, the legitimate student, and legitimate knowledge in this organizational context.

中文翻译：

---

将建构主义教育学引入理工学院时的文化边界工作

在这项研究中，我们关注丹麦一所理工学校的变革过程，学校管理团队决定推广非传统的教学方法。我们检查了教师在这一转变过程中对自己的教学、学生和学习的道德评价，以掌握教师需要在多大程度上重新概念化或重新定位他们的传统教学角色和身份，以满足新的功能需求。基于 PBL 的教学和学习的形式。基于对教师和学校校长的定性访谈，我们发现变革过程在这种组织环境中调动了对合法教师、合法学生和合法知识的相互竞争的定义。