From closed to open doors: professional values in motion in the face of organizational change

Abstract

This article examines how professional values develop through practice when they encounter organizational change. While existing research treats professional values as stable cognitive structures, I adopt a pragmatic approach analyzing values as qualities that both shape and are shaped by practice. A longitudinal case study followed Danish teachers during implementation of the 2014 school reform. Teachers rejected standardized teaching methods as incompatible with relational pedagogy but embraced team structures designed to implement these standards. Through collaboration experiences, teachers’ understanding of professionalism transformed from individual autonomy to collective responsibility. I develop a systemic model that shows how professional values, professional knowledge, and organizational structures are coordinated around the core task through roles and routines in practice. The analysis demonstrates the dual character of values: they function as filters for organizational initiatives and are transformable through meaningful practice experiences. The article suggests that successful welfare reforms require designs that allow professional work to develop on the basis of professionals' existing values.