Teacher planning in a learning outcome perspective: A multiple case study of mathematics and L1 Danish teachers

Abstract

Like most European countries, Danish education is facing a radical shift towards a focus on learning outcomes, which calls for renewed attention to teachers' instructional planning. In this article, we explore teacher planning in mathematics and L1 Danish, focussing particularly on the role of instructional materials. Using data from a lesson study project and a theoretical framework that conceptualises planning in a local institutional setting, we analyse planning at both teacher and school level. This allows us to identify practices in teachers' planning that may hinder an outcome perspective, but that nevertheless seem meaningful in a broader institutional context.