Abstract
Since 2005, there have been three ambitious Danish upper-secondary school reforms. These reforms reflect broader international educational reform trends. In this article we apply a mixed methods approach to examine whether and how the role of teachers has changed. The article concludes that teachers encounter increasing complexity and a teaching role characterised by the need to make difficult decisions regarding prioritising tasks that, from a teacher’s perspective, all seem essential in order to ensure good teaching, with Bildung as a constant guiding light. We also conclude that reforms may be emotionally exhausting, as they risk undermining or undervaluing the moral purposes of teachers.
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