ERIC Number: EJ1022395
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 64
How Do Teachers Legitimize their Classroom Interactions in Terms of Educational Values and Ideals?
van Kan, Carlos A.; Ponte, Petra; Verloop, Nico
Teachers and Teaching: Theory and Practice, v19 n6 p610-633 2013
An important dimension of teachers' professional judgments is connected to their educational values and ideals. Teachers' professional judgments are not only informed by instrumental considerations but also affected by what they consider to be educationally worthwhile, that is, what teachers consider to be in their pupils' best interest. This study explores the substance of teachers' educational values and beliefs that underlie their daily classroom interactions. The guiding research question is "How do teachers legitimize their daily classroom interactions in terms of educational values and ideals?" A structured interview procedure was conducted with thirty-seven teachers. With the help of a conceptual framework based on the compound question, "Who should be taught what, how, when and why?", a systematic analysis of the interview data was conducted. This resulted in a typology of six legitimization types that teachers used when interpreting their classroom interactions in terms of their pupils' best interest: (1) a caring legitimization type, (2) a personal legitimization type, (3) a contextual legitimization type, (4) a critical legitimization type, (5) a functional legitimization type, and (6) a psychological legitimization type. A legitimization type entails a systematic description of what teachers consider to be educationally worthwhile. This typology of legitimizations could contribute to the development of an educational vocabulary that enables teachers to inquire, articulate and discuss their educational values and ideals in a deliberate manner.
Descriptors: Teacher Attitudes, Elementary School Teachers, Secondary School Teachers, Values, Interviews, Content Analysis, Profiles, Caring, Teacher Student Relationship, Context Effect, Critical Thinking, Elementary School Students, Secondary School Students, Academic Achievement, Psychological Needs, Moral Issues, Ethics, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A