This article is concerned with presenting a qualitative study of teachers dealing with undemocratic attitudes in secondary school. The research question was: how do teachers teach when the aim is to remove undemocratic attitudes and prevent the formation of undemocratic attitudes? The research group which was part of the study established collaboration with two teacher groups at a Norwegian secondary school. This collaboration included two start-up meetings, filming and observation of teaching sessions, as well as group interviews with two different teacher groups about the teaching which had been filmed and observed. The findings were analysed by way of the theory of indirect pedagogy and its different models for teaching, including both direct and indirect approaches of teaching. First, there is the model of direct instruction; second, there is the model of indirect summoning which is specified; and third, there is the model of indirect summoning which is unspecified. A major finding was that the teachers who participated in the study combined direct and indirect approaches in their teaching. While direct approaches and the model of indirect summoning which is specific were mostly used for learning purposes, such as acquiring knowledge of certain concepts (epistemology), the model of indirect summoning which is unspecified was particularly prominent in situations where the purpose was to make students responsible for society and democracy (existence and morality).

本文关注于对中学教师处理非民主态度的定性研究。研究的问题是：当目标是消除非民主态度并防止形成非民主态度时，教师该如何教学？作为研究的一部分，研究小组与挪威中学的两个老师小组建立了合作关系。此次合作包括两次启动会议，拍摄和观看教学会议，以及与两个不同的老师小组进行的关于已拍摄和观察到的教学的访谈。通过间接教学法理论及其不同的教学模式，包括直接教学方法和间接教学方法，对调查结果进行了分析。首先，有直接教学的模式；第二，有指定的间接召唤模型；第三，还有一种间接召唤的模式，它没有具体说明。一个主要发现是，参与研究的教师在教学中结合了直接和间接的方法。虽然直接的方法和特定的间接传唤模型主要用于学习目的，例如获得某些概念（病原学）的知识，但未指定的间接传唤模型在以培养学生为目的的情况下尤为突出。对社会和民主（存在与道德）负责。一个主要发现是，参与研究的教师在教学中结合了直接和间接的方法。虽然直接的方法和特定的间接传唤模型主要用于学习目的，例如获得某些概念（病原学）的知识，但未指定的间接传唤模型在以培养学生为目的的情况下尤为突出。对社会和民主（存在与道德）负责。一个主要发现是，参与研究的教师在教学中结合了直接和间接的方法。虽然直接的方法和特定的间接传唤模型主要用于学习目的，例如获得某些概念（病原学）的知识，但未指定的间接传唤模型在以培养学生为目的的情况下尤为突出。对社会和民主（存在与道德）负责。