Teachers' Voices about Being a Teacher: Comparative Studies in England, Finland and Sweden1/LA VOIX DE PROFESSEUR CONCERNANT ÊTRE UN PROFESSEUR: ÉTUDES COMPARATIVES EN ANGLETERRE, EN FINLANDE ET EN SUÈDE

By Kjellin, Margareta Sandström; Stier, Jonas et al. | Canadian Social Science, May 1, 2009 | Go to article overview

Teachers' Voices about Being a Teacher: Comparative Studies in England, Finland and Sweden1/LA VOIX DE PROFESSEUR CONCERNANT ÊTRE UN PROFESSEUR: ÉTUDES COMPARATIVES EN ANGLETERRE, EN FINLANDE ET EN SUÈDE


Kjellin, Margareta Sandström, Stier, Jonas, Davies, Trevor, Asunta, Tuula, Canadian Social Science


Abstract:

The aim of the article is to present and discuss a study in which Finnish, English and Swedish teachers and student teachers described the implications of being a teacher. It is cross-national and consists of multiple case studies. Data were collected through twenty-four focus group dialogues, and 110 teachers/student teachers participated in the study. According to the study, we have found that teachers and student teachers in all three countries promoted pupils' development of critical thinking, which is another way of saying that they focused on 'the attitudes and values' aspect of citizenship education; however, this was most evident in the Finnish and the Swedish focus groups. In England there is a subject emphasis to the professional role, the three countries ranked the topics (the pupils; the subject; the organization; the society; teacher identity; parents) equally, in Finland the teacher role did not appear to be as post modern as in the two other countries.

Key words: attitudes and values; citizenship education; cross-national case studies; teachers' voices

Résumé: Le but de l'article est à présenter et à discuter une étude où des professeur finnois, anglais et suédois et des professeurs d'étudiant décrivent les implications d'être un professeur L'étude est internationale et consiste en multiples cas d'études. Les données ont été collectée par vingt-quatre foyers de dialogues en groupe, et 110 professeurs=professeurs d'étudiant ont participé à l'étude. Les professeurs et les professeurs d'étudiant dans tous les trois pays ont promu la pensée le développement de la pensée critique pour les élèves, ce qui est une autre voie de dire qu'ils ont concentré sur les attitudes et les values l'aspect de la nationalité de l'éducation; pourtant, cette voie était plus évidente dans le finnois et le suédois. L'anglais a concentré plus sur l'apprentissage du sujet, les trois pays ont classé les projets(les élèves, le sujet, l'organisation, la société, l'identité de professeur, les parents)de même, en Finlande le rôle de professeur apparaissait aussi postmoderne que dans les deux autres pays.

Mots-Clés: attitudes et values; l'éducation de la nationalité; études international du cas; voix de professeur

(ProQuest: ... denotes text stops here in original.)

1. INTRODUCTION

This study focuses on teachers' and student teachers personal descriptions of their identity. The aim is to find out what teachers (T) and student teachers (ST) in England, Finland and Sweden view as their most important tasks as teachers. Research questions are: What aspects do T and ST mention, and to what extent? In which ways, and to what extent, do T and ST describe that they focus on promoting pupils' development of critical thinking? Which similarities and differences are there between the countries, and between teachers and student teachers?

Fredriksson (2007) draws attention to how teachers today are expected to play many different roles: apart from teaching, they need to act as cooperators (keep up good dialogue with parents), bureaucrats (consult guiding documents), professionals (discuss value conflicts with colleagues), sales persons (compete for pupils).

Hargreaves (1998) argues that the more postmodern the teacher role is, the more complex it is. A modem teacher role, on the other hand, is more restricted to the traditional teacher role of delivering subject knowledge to pupils. In addition to what is said above, a postmodem teacher role includes mastering the competence to promote a classroom dialogue in which the pupils' apprehension of the world is allowed to be focused. This is a goal on the European level, and it has been formulated by the concept 'citizenship education'.

The term 'citizenship' evokes multiple connotations. In some countries it primarily implies a judicial relationship between the citizen and the State, whereas in other countries it refers to the social role of coexisting in society (Torres, 2006; Roth, 2007). …

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Teachers' Voices about Being a Teacher: Comparative Studies in England, Finland and Sweden1/LA VOIX DE PROFESSEUR CONCERNANT ÊTRE UN PROFESSEUR: ÉTUDES COMPARATIVES EN ANGLETERRE, EN FINLANDE ET EN SUÈDE
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