Luokanopettajan yhteiskuntasuuntautuneisuus ja sen kriittinen potentiaali

Abstract

This research addresses the importance of societal study regarding the teaching profession. The specific research subject is to outline the social and cultural definitions of a teacher and highlight the societal bond of the profession. These dimensions of the teaching profession are studied through empirical data consisting of 13 class teachers’ interviews. By studying class teachers’ experiences and ideas, this work broadens the understanding of class teachers’ everyday reality and the relationship between teachers’ individual experiences and the societal and cultural illustrations of the teaching profession. This thesis consists of three articles and the thesis compilation on hand. The articles base on analysing the experiences and professional understanding of the interviewees. The viewpoints in these articles concern the quality of the societal relationship in the class teaching profession (Article I), the relations between pedagogical elements and societal standpoints (Article II) and analysis of the teacher as a citizenship educator (Article III). Through these explicit research tasks, this study forms a wide conceptualisation of the social aspect of teaching work. The results show that, from this perspective, teachers have a strong personal bond with their profession. In addition, they consider collaboration difficult and the role of teacher education in the process of becoming a teacher somewhat controversial. New teacher qualities, such as activity, activism and colleagueship, regarding teachers’ professionalism remain unclear. Keywords: teacherhood, sociology of teaching, critical teacher