ABSTRACT
Due to the organisational structures in place in Norwegian schools (see Chapter 6), the variety and frequency of relationships with other members of staff within the institutions in which teachers work are signifi cantly less than those in both Germany and England. Furthermore, we have also seen how there is little in the way of outside institutional involvement that teachers can take part in. This means the values of teachers in Norway are mediated by fewer immediate ‘signifi cant’ and ‘generalised’ others than, for example, in the English school setting. However, this does not mean that the infl uence on these teachers’ values is any less signifi cant.
