Teacherhood Perspectives among Beginning Teachers: Class Teachers in the Science Classroom

By Sivbritt Dumbrajs and Tuula Keinonen.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

As a dimension of beginning teachers’ identities roles and ways of working form an important factor. Teachers’ professionalism is a multidimensional and dynamic phenomenon. Individual differences might be notable due to, for example, interpretation and transposition of curriculum contents, adaptation of teaching objectives, organization of time, of space and working material, and the composition of the learning groups. Also the didactic contract has influence on individual differences as well as the relationship between teacher and pupils, the relationship between pupils, the class dynamics, the learning climate, and the teacher’s representation of the knowledge she has to teach and the methods that could be used. Altogether six pre- and in-service primary teachers took part in an investigation of their individual features as emerging in teaching of sciences. The teachers wrote an essay over the themes curriculum, teamwork, integration, concreteness, and their own teacherhood. At a second stage they had to choose one picture out of twelve that they thought well corresponded to an instructional situation from a science lesson. They should also give a short comment on why they had chosen the picture in question. Only three pictures were chosen. These pictures and the essays made it possible to allocate the teachers to three different teacher types. One of these is mainly performance oriented; the other two are mainly representing a humanistic-constructivist pedagogy. However, all three categories are strongly overlapping.

Keywords: Teacher Types, Personality, Science Instruction

The International Journal of Learning, Volume 16, Issue 6, pp.117-128. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.545MB).

Dr. Sivbritt Dumbrajs

University of Joensuu, Espoo, Finland

I defended my dissertation for a PhD in the summer of 2007 at Joensuu university. The topic was: “A Learning Community: Teachers and Students Engaged in Developing Their Own Learning and Understanding”. Since then I have researched teacher education in collaboration with Prof. Tuula Keinonen at the Department of Applied Education of Joensuu University. Special interest has been devoted to science teaching in primary school.

Prof. Tuula Keinonen

Senior Assistant, Department of Applied Education, University of Joensuu, Joensuu, Finland

PhD in Physics 1984, Senior Assistant 1990-1998, Department of Physics, University of Joensuu; PhD in Education 2005, Senior Assistant 1998-2008, Department of Applied Education, University of Joensuu, Professor 2008- Research activities: Optics in Physics, Science Education in Education.


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