Didaktisk professionalisering gennem et halvt århundrede

The chapter explores processes of academisation and didactic professionalisation of Danish upper secondary teacher education during the past half century. Departing from the author’s professional biography, light is thrown on the historical contexts that made change, reforms, and research possible within the L1 subject Danish and teacher education. Within subject Danish, disciplinary struggles regarding the positioning of literature in the subject were succeeded by a focus on writing and literacy, supported by authorities as well as research. Within teacher education, academic professionalisation has taken place since the turn of the millennium when didactic research and related in-service education was institutionalised at university level. In a final section, critical reflections on the study’s interpretations and theories of context are offered. A crucial question raised here is to what extent the biographical approach of the study has created new knowledge of the generative force of research within the contemporary Danish educational field.