Teachers' Professional Beliefs about Their Roles and the Pupils' Roles in the School

Autor/inn/en	Ahonen, Elsi; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina
Titel	Teachers' Professional Beliefs about Their Roles and the Pupils' Roles in the School
Quelle	In: Teacher Development, 18 (2014) 2, S.177-197 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2014.900818
Schlagwörter	Beliefs; Teacher Attitudes; Teacher Role; Student Role; Professional Identity; Interviews; Educational Practices; Educational Environment; Teacher Characteristics; Student Characteristics; Facilitators (Individuals); Foreign Countries; Teachers; Finland + Suchen Sie Ihr Suchwort? Belief; Glaube; Lehrerverhalten; Lehrerrolle; Interviewing; Interviewtechnik; Bildungspraxis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Lehrer; Lehrerin; Lehrende; Finnland
Abstract	In recent decades, many educational reforms have been implemented that aim to effect a change in teachers' and pupils' roles by promoting meaningful learning. Yet, little is known about how teachers perceive these roles as a part of their professional belief system. In this study, 68 Finnish comprehensive school teachers were interviewed. The data were content analysed. The results showed that teachers recognized the importance of facilitating pupils' active role in learning, but still mostly considered pupils as passive in school practices. Moreover, teachers perceived pupils as active educational participants most often outside the classroom, in informal school settings. Correspondingly, teachers described themselves primarily as knowledge transmitters in pupils' learning. In their professional community, teachers perceived themselves mostly as reproducers of knowledge instead of facilitators of learning. There was also variation between the teachers as well as within a single teacher's beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10