A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
A Lonely Profession? : Finnish Teachers’ Professional Commitments (2019)


Fornaciari, A. (2019). A Lonely Profession? : Finnish Teachers’ Professional Commitments. Schools, 16(2), 196-217. https://doi.org/10.1086/705645


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajatFornaciari, Aleksi

Lehti tai sarjaSchools

ISSN1550-1175

eISSN2153-0327

Julkaisuvuosi2019

Volyymi16

Lehden numero2

Artikkelin sivunumerot196-217

KustantajaUniversity of Chicago Press

JulkaisumaaYhdysvallat (USA)

Julkaisun kielienglanti

DOIhttps://doi.org/10.1086/705645

Julkaisun avoin saatavuusEi avoin

Julkaisukanavan avoin saatavuus

Julkaisu on rinnakkaistallennettu (JYX)https://jyx.jyu.fi/handle/123456789/67394


Tiivistelmä

In educational research, the teaching profession is often treated as interaction located only in the classroom, with less attention to other aspects of school reality. Some studies, and the Finnish national curriculum (2014), suggest that the school system needs more practices that aim at negotiation, cooperation, and interaction with the surrounding society. In Finland, where both the teaching profession and the educational system are highly regarded, Finnish primary education has been criticized for its immobility and lack of flexibility. The qualitative research presented in this article draws on interview data collected from 13 Finnish (elementary) classroom teachers. The results of this research reveal a potential conflict between the emphases in the current theoretical teacher development plans and the teachers’ own viewpoints of the objectives in their professional development. According to the results of this study, the concept of a cooperative and multiprofessional school community is not completely fulfilled. Broadening the conceptualization of the profession toward the culture of “shared knowledge” and interaction might help to prevent some of the typical problems for teachers such as burnout, feelings of inadequacy, and professional solitude. In this article, solitude refers to the teachers’ spontaneous conceptualization of the teaching profession.


YSO-asiasanatopettajatprofessiotammatillinen kehitysmoniammatillisuus


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JYU-yksiköt:


OKM-raportointiKyllä

Raportointivuosi2019

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Viimeisin päivitys 2024-08-01 klo 16:26