B1 Non-refereed journal articles
Oppilaiden näkemyksiä luonnontieteiden opettajan auktoriteetistä (2019)
Students' views about science teacher's authority


Ojala, S., Välisaari, J., & Lundell, J. (2019). Oppilaiden näkemyksiä luonnontieteiden opettajan auktoriteetistä. LUMAT-B, 4(1), 1-18. https://journals.helsinki.fi/lumatb/article/view/1131


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Publication details

All authors or editorsOjala, Saija; Välisaari, Jouni; Lundell, Jan

Journal or seriesLUMAT-B

eISSN2489-2572

Publication year2019

Volume4

Issue number1

Pages range1-18

PublisherValtakunnallinen LUMA-keskus

Publication countryFinland

Publication languageFinnish

Persistent website addresshttps://journals.helsinki.fi/lumatb/article/view/1131

Publication open accessOpenly available

Publication channel open accessOpen Access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/65288


Abstract

This research focuses on students’ (N=25) views about science teacher authority, how it forms and how it can be developed. This research is based on hermeneutic phenomenological approach. A research questionnaire was employed to collect the data including both closed and open questions. The analysis of the collected data employed both statistical as well grounded theory approaches. Based on the research data acquired, the students’ view that teacher’s authority is formed in a collaborative relationship, where the character of the teacher, content knowledge, mastering of group dynamics and status of the teacher are important. Also, in order to develop authority in the classroom, development of context-based skills and teacher personality are favoured. Students appreciate a teacher as an authority when the teacher shows skills in the topic taught, is one who keeps order in the class and still appears nice towards the students.


Keywordsauthorityteachersteacherhoodnatural sciencesteacher-pupil relationshipgrounded theory

Free keywordsauthority; teachership; science teacher; hermeneutic phenomenological research; grounded theory


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Ministry reportingYes

Reporting Year2019


Last updated on 2024-11-03 at 14:25