This paper examines how professional values develop through practice as professionals encounter organizational change. Most literature treats professional values as relatively stable structures that professionals defend against organizational demands. Drawing on a pragmatic lens, this study examines their dynamic nature in the context of a major reform of Danish primary schools.
A longitudinal qualitative case study followed Danish primary school teachers during implementation of the 2014 educational reform over 18 months. Primary data comprised 21 semi-structured interviews conducted in two rounds, supplemented by 24 days of observations and document analysis. Analysis employed iterative coding to identify how teachers' values evolved through engagement with new organizational structures.
Teachers rejected standardized teaching methods as incompatible with relational pedagogy while embracing team structures designed to implement these standards. Through positive collaboration experiences, teachers' understanding of professionalism transformed from individual autonomy to collective responsibility. Values demonstrated dual function: they filtered organizational initiatives while remaining transformable through meaningful practice experiences.
The study reveals a striking empirical pattern in how professionals selectively respond to organizational change based on alignment with their understanding of the primary task. These findings are illustrated through a systemic model showing how professional values, organizational structures, and primary task mutually constitute each other through practice. The model suggests a framework that could be applied to examining value dynamics in other welfare professional contexts.
