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dc.contributor.authorFornaciari, Aleksi
dc.contributor.authorJuutilainen, Maaret
dc.date.accessioned2024-01-04T11:58:32Z
dc.date.available2024-01-04T11:58:32Z
dc.date.issued2023
dc.identifier.citationFornaciari, A., & Juutilainen, M. (2023). Who has the power to define the ideal teacher? Insights into the social structure of Finnish teacher education. <i>Frontiers in Education</i>, <i>8</i>, Article 1297055. <a href="https://doi.org/10.3389/feduc.2023.1297055" target="_blank">https://doi.org/10.3389/feduc.2023.1297055</a>
dc.identifier.otherCONVID_197344322
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/92541
dc.description.abstractIn Finland, graduating teachers are expected to become “transformational agents” who are able to critically reflect upon and evaluate what types of changes are necessary in education and who can also implement the required changes. However, based on previous studies, teacher education seems to have little influence on future teachers’ core perceptions of teacher’s work. Instead, previous studies have demonstrated that new teachers’ perceptions might draw on tradition and cultural-historical phases of the Finnish teacher profession, and normative ideas concerning the ideal characteristics of a “good” teacher or student teacher. In this study, we examine how student teachers’ perceptions of teacherhood build upon and who has the power to define the “ideal teacher.” Based on our study, we suggest that to understand how the perception of the ideal teacher is formed and how teacher education could better influence the transformation of these perceptions, we must consider the unofficial power relations among student teachers. These power relations seem to originate from the hegemonic discourse of the “typical student teacher,” which contains and renews traditional perceptions of teaching and teachers as authorities and experts transmitting subject content knowledge and skills to pupils. This discourse seems to be renewed among student teachers and has more impact on students’ perceptions than the official aims of teacher education. Hence, in our study, the unspoken sociocultural power relations come to light in different ways, in the peer relations between student teachers but also in the students’ conceptions of the teacher educators. We suggest that by unraveling the unofficial power relations in the sociocultural context of teacher education and by focusing on supporting every student teacher’s agency and critical reflection, it is possible to transform the perceptions about the ideal teacher.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherFrontiers Media SA
dc.relation.ispartofseriesFrontiers in Education
dc.rightsCC BY 4.0
dc.subject.otherteacher education
dc.subject.otherFinnish school
dc.subject.otherteacher student interaction
dc.subject.otherpower relations
dc.subject.otherteacher competence
dc.titleWho has the power to define the ideal teacher? Insights into the social structure of Finnish teacher education
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202401041044
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn2504-284X
dc.relation.volume8
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 Fornaciari and Juutilainen
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajankoulutus
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysoopettajuus
dc.subject.ysokompetenssi
dc.subject.ysoopetus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p8790
jyx.subject.urihttp://www.yso.fi/onto/yso/p24064
jyx.subject.urihttp://www.yso.fi/onto/yso/p2630
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3389/feduc.2023.1297055
jyx.fundinginformationThe author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.
dc.type.okmA1


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