Teachers' spontaneous in-the-moment reactions draw on internalised earlier values rather than the curriculum's constitutive values¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In moment-by-moment classroom situations, teachers reported that their spontaneous reactions came from deeply internalised values from their own upbringing rather than from what they had learnt and believed in as professionals. → Norberg 2003
Evidence¶
Norberg 2003¶
Norberg, K. (2003). Constitutive Values and Daily Practice in a Swedish School. Values and Ethics in Educational Administration, 1(3). http://www.ed.psu.edu/uceacsle/
q2 · i? · qualitative · r3
In the wake-up calls section, a teacher (Teacher 12) reflects after reading field-notes about repeated conflicts with disruptive boys, stating her reactions "come from deep down inside when you get so terrible angry". This is the teacher's own reflective account, not a tested measure.
"In the middle of a situation, your reaction comes very spontaneously, you really use the deepest… everything my teachers and parents have said to me, not as much what I have learnt and what I believe in…"
Discussion¶
Related Claims¶
- Reading researcher field-notes acted as wake-up calls that made unreflective value-laden practices visible to teachers — related
- Pragmatic values of keeping order counteracted the democratic values teachers were mandated to realise — related
- Spontaneous responsiveness to real-world events in PBL can deepen student-directed inquiry beyond what designed curriculum achieves — related
- Critical disposition is least spontaneous when confronting one's most basic prejudices or deeply held convictions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
spontaneous-reactions-draw-on-internalised-values |
title |
Teachers' spontaneous in-the-moment reactions draw on internalised earlier values rather than the curriculum's constitutive values |
description |
Teachers' spontaneous in-the-moment reactions draw on internalised earlier values rather than the curriculum's constitutive values |
status |
review |
evidence_strength |
weak |
newest_evidence |
2003 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — norberg-2003 |
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