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Creating Physics Teachers: The Figured World of Finnish Physics Teacher Education
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0002-4646-6397
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Uppsala University, Sweden.ORCID iD: 0000-0003-3244-2586
2019 (English)In: NOFA7 Abstracts, 2019, p. 107-107Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In this session we present preliminary findings from an interview study with eleven educators from a Finnish physics teacher training programme. The educators represent the four environments where the education takes place: the Department of Physics, the Department of Mathematics and Science Education, the Department of General Pedagogy, and the Training School. The study is part of a larger Swedish Research Council project comparing the different disciplinary values that are communicated to future physics teachers across four countries (Sweden, England, Singapore and Finland) .

Interviews were coded in TRANSANA software, and analysed using Gee’s (2014, p. 95) theory of figured worlds which he describes as “taken-for-granted” theories that are shaped and normed through social and cultural interactions. In our study we apply Gee’s concept to descriptions of a ‘good’ physics teacher. Preliminary analysis shows that the educators across the four training environments largely communicate the same figured world. Although working in different settings, the eleven educators appear to be working in concert, each contributing to a shared vision of what is needed to develop the professional physics teacher identities of their trainees.

The figured world we identify characterizes a ‘good ‘physics teacher in terms of a range of competencies, such as: student centredness, inclusive teaching, knowledge of PCK, physics for society, assessment skills, relationships and leadership and teacher professionalism.

Taken together, the four departments appear to cover all the desired competencies of a ‘good’ physics teacher and there is mutual trust across the four environments. The training school was seen as the place where all of the desired competencies are brought together, applied and evaluated.

These findings are in stark contrast to findings for Sweden where four competing models of the goals of the educational programme were identified (Larsson, Airey, Danielsson & Lundqvist, 2018).

Place, publisher, year, edition, pages
2019. p. 107-107
Keywords [en]
physics teacher training, figured worlds, discourse models
National Category
Didactics
Research subject
Science Education
Identifiers
URN: urn:nbn:se:su:diva-168970OAI: oai:DiVA.org:su-168970DiVA, id: diva2:1317134
Conference
NOFA7​, Nordic Conference on​ Teaching and Learning in Curriculum Subjects, Stockholm, Sweden, 13-15 May, 2019
Projects
Building a professional identity: a comparative study of physics teacher training in four countries
Funder
Swedish Research Council, VR-2015-01891Available from: 2019-05-21 Created: 2019-05-21 Last updated: 2019-10-14Bibliographically approved

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CiteExportLink to record
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Citation style
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