Teachers’ Voices About Being a Teacher: Comparative Studies in England, Finland and Sweden

Jonas Stier, Trevor Davies, Tuula Asunta


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

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DOI: http://dx.doi.org/10.3968/j.css.1923669720090503.009


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