Profesjonsutvikling i heldagsskolen – et kvalitativt studium av profesjonell kapital i spennet mellom indre og ytre skoleutforming

This article examines how the organizational framework of the full-day school (years 1–4) conditions teachers’ professional development. We combine Klafki’s (2004) inner–outer distinction with Hargreaves & Fullan’s (2012) ‘professional capital’ to analyze how extended pupil time, meals, and activities shape teachers’ collaboration and planning. Based on eight individual interviews with teachers in a full-day school pilot (two school years), we applied a Stepwise-Deductive Inductive (SDI) analysis. Two themes emerged: (1) opportunities for collaboration, and (2) planning of practice. Our contribution is twofold: Conceptually, we integrate an inner–outer perspective with professional capital to illuminate how organizational expansion can unintentionally narrow pedagogical deliberation; empirically, we specify how time structures and team composition affect the development of social and decisional capital. Findings show that externally driven structural changes do not by themselves yield desired professional growth; rather, a careful coupling of external (organizational) and internal (pedagogical) design is required. A limitation is that we did not interview external stakeholders (e.g., leaders, assistants, policymakers); the analysis thus centres on teachers’ experiences. We discuss implications for school leadership and sustainable professional communities in full-day school settings.