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What makes a good Physics Teacher? The shared vision of Finnish teacher educators
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0003-3244-2586
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0002-4646-6397
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this paper we present findings from an interview study with eleven educators from a Finnish physics teacher training programme. The educators represent the four environments where the education takes place: the Department of Physics, the Department of Mathematics and Science Education, the Department of General Pedagogy, and the Training School. The study is part of a larger Swedish Research Council project comparing the different disciplinary values that are communicated to future physics teachers across four countries (Sweden, England, Singapore and Finland).

Interviews were coded in TRANSANA software, and analysed using Gee’s (2014, p. 95) theory of figured worlds which he describes as “taken-for-granted theories that are guided, shaped, and normed though social and cultural interactions”. In our study we apply Gee’s concept to descriptions of a ‘good’ physics teacher. Our analysis shows that the educators across the four training environments largely communicate the same figured world. Although working in different settings, the eleven educators appear to be working in concert, each contributing to a shared vision of what is needed to develop the professional physics teacher identities of their trainees.

The figured world we identify characterizes a ‘good ‘physics teacher in terms of a range of competencies, such as: student centredness, inclusive teaching, pedagogical content knowledge, physics for society, assessment skills, relationships and leadership and teacher professionalism.

Taken together, the four departments appear to cover all the expressed competencies of a ‘good’ physics teacher and there is mutual trust across the four environments. The training school was seen as the place where all of the desired competencies are brought together, applied and evaluated.

These findings are in stark contrast to parallel findings for Sweden where four competing models of the goals of the educational programme were identified.

Place, publisher, year, edition, pages
2019.
National Category
Didactics
Research subject
Teaching and Learning with Specialisation in the Social Sciences Education
Identifiers
URN: urn:nbn:se:su:diva-172463OAI: oai:DiVA.org:su-172463DiVA, id: diva2:1347275
Conference
13th Conference of the European Science Education Research Association (ESERA), Bologna, Italy, 26 - 30 August, 2019
Projects
Building a professional identity: a comparative study of physics teacher training in four countries
Funder
Swedish Research CouncilAvailable from: 2019-08-30 Created: 2019-08-30 Last updated: 2019-09-02

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
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