Ways in which teachers express what they consider to be in their pupils' best interest

C. van Kan, Petra Ponte, N. Verloop

    Research output: Contribution to journalArticlepeer-review

    4 Citations (Scopus)

    Abstract

    This study sheds light on ways in which teachers express their pupils' best interest. In a former study it was concluded that teachers draw upon different legitimisation types when interpreting their classroom interactions in terms of their pupils' best interest. A legitimisation type entails a systematic description of a particular pattern of educational values and ideals. This study focuses on ways in which teachers give expression to these legitimisation types when interpreting their classroom interactions. The results indicate that teachers differ in how they give expression to the legitimisation types when interpreting their classroom interactions in terms of extensiveness, substantiveness, deliberateness and answerableness. Extensiveness relates to the range of legitimisation types that teachers used when interpreting their classroom interactions. Substantiveness relates to the substantive focus teachers had in their way of interpreting their classroom interactions. Deliberateness relates to the manner in which teachers weighed and assessed conceivable legitimisation types. Answerableness refers to the way in which teachers answered for their teaching conduct. Furthermore, the results suggest that the ways in which teachers give expression to the legitimisation types is related to particular educational contexts. In the discussion section, an agenda for teachers' professional development is suggested.
    Original languageEnglish
    Pages (from-to)574-595
    Number of pages22
    JournalProfessional Development in Education
    Volume39
    Issue number4
    DOIs
    Publication statusPublished - Sep 2013

    Fingerprint

    Dive into the research topics of 'Ways in which teachers express what they consider to be in their pupils' best interest'. Together they form a unique fingerprint.

    Cite this