Teachers' work today: Exploring Finnish teachers’ narratives
Lutovac, Sonja; Uitto, Minna; Keränen, Virve; Kettunen, Anniina; Flores, Maria Assunção (2023-11-08)
Lutovac, Sonja
Uitto, Minna
Keränen, Virve
Kettunen, Anniina
Flores, Maria Assunção
Elsevier
08.11.2023
Lutovac, S., Uitto, M., Keränen, V., Kettunen, A., & Flores, M. A. (2024). Teachers’ work today: Exploring Finnish teachers’ narratives. In Teaching and Teacher Education (Vol. 137, p. 104378). Elsevier BV. https://doi.org/10.1016/j.tate.2023.104378.
https://creativecommons.org/licenses/by/4.0/
© 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/.
https://creativecommons.org/licenses/by/4.0/
© 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202312214001
https://urn.fi/URN:NBN:fi:oulu-202312214001
Tiivistelmä
Abstract
This study employs narrative as a theoretical perspective and methodological approach, looking at the current nature of teachers' work from the viewpoint of 25 Finnish basic education teachers. Several categories such as multiple teacher roles and fragmentation of teachers' work, teamwork and multi-professional cooperation, pupils' diverse backgrounds, changed learning skills and behaviour, opportunities and challenges of digitalization, schools' open architecture, and pandemic were identified. These categories illustrate teachers' work today as hectic and changing, involving relational intensification, and as challenging and redefining teachers' identities. The implications for pre- and in-service teachers’ professional development are discussed.
This study employs narrative as a theoretical perspective and methodological approach, looking at the current nature of teachers' work from the viewpoint of 25 Finnish basic education teachers. Several categories such as multiple teacher roles and fragmentation of teachers' work, teamwork and multi-professional cooperation, pupils' diverse backgrounds, changed learning skills and behaviour, opportunities and challenges of digitalization, schools' open architecture, and pandemic were identified. These categories illustrate teachers' work today as hectic and changing, involving relational intensification, and as challenging and redefining teachers' identities. The implications for pre- and in-service teachers’ professional development are discussed.
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