L1 - Educational Studies in Languages and Literature
L1 RESEARCH ARCHIVES ONLINE

Publications Top 10
Lea, K. (2011, June). Mother tongue teachers need wisdom - An Aristotelian view on the professional knowledge and identity of L1 teachers in upper secondary school. A case study . Presentation at the 8th IAIMTE conference, Jun 15-17 2011, Hildesheim, Germany

Mother tongue teachers need wisdom



This presentation will discuss L1 teachers’ professional self-concept and knowledge in an Aristotelian view. The presentation’s point of departure will be a study of seven Icelandic L1 upper secondary school teachers, based on interviews and the teachers’ written reports from their classes. The study is a work in progress, based on the presumption that the position of the L1-subject is a particularly complex one, given that it has not only an academic agenda, but also is closely related to cultural and ethnic traditions and values, not least in Iceland. In addition the subject is, according to the teachers themselves, connected to the pupils’ development both as individuals and citizens.

The working hypothesis is that this complexity plays a part in teachers’ professional self-concept, and furthermore that a consequence of the complexity is that teachers’ knowledge must cover more than academic and didactic skills, such as morality and ethical awareness. Consequently the study aims to analyze and discuss the concept of knowledge in the teachers’ professional self-image, in which the Aristotelian concept of knowledge seems to be a fruitful approach. It will raise questions such as: What kind of knowledge do the teachers actually possess and value? Does their knowledge cover the needs of their profession?



+ poster i ISO B3 = 353x500 mm





Mother tongue teachers need wisdom



- An Aristotelian view on the professional knowledge and identity of L1 teachers in upper secondary school. A case study.



This presentation will discuss L1 teachers’ professional self-concept and knowledge in an Aristotelian view. The presentation’s point of departure will be a study of seven Icelandic L1 upper secondary school teachers, based on interviews and the teachers’ written reports from their classes. The study is a work in progress, based on the presumption that the position of the L1-subject is a particularly complex one, given that it has not only an academic agenda, but also is closely related to cultural and ethnic traditions and values, not least in Iceland. In addition the subject is, according to the teachers themselves, connected to the pupils’ development both as individuals and citizens.

The working hypothesis is that this complexity plays a part in teachers’ professional self-concept, and furthermore that a consequence of the complexity is that teachers’ knowledge must cover more than academic and didactic skills, such as morality and ethical awareness. Consequently the study aims to analyze and discuss the concept of knowledge in the teachers’ professional self-image, in which the Aristotelian concept of knowledge seems to be a fruitful approach. It will raise questions such as: What kind of knowledge do the teachers actually possess and value? Does their knowledge cover the needs of their profession?



+ poster i ISO B3 = 353x500 mm











Citation

Authors Lea, Kjersti
Publication date 2011-07-20
Collection IAIMTE 2011 Conference
Theme Teacher development and teachers' classroom practice
Keywords
Iceland
philosophy of education
phronesis
teachers' practice
teachers' professional identity
upper secondary school
Documents
Document 1
File Hildesheim, plakat III.pptx
Available since 2011-07-20 12:27:07
Description Conference poster