How Does a Science Teacher Distinguish Himself as a Good Professional? An Inquiry into the Aesthetics of Taste for Teaching

Autor/inn/en	Lima Junior, Paulo; Anderhag, Per; Wickman, Per-Olof
Titel	How Does a Science Teacher Distinguish Himself as a Good Professional? An Inquiry into the Aesthetics of Taste for Teaching
Quelle	In: International Journal of Science Education, 44 (2022) 5, S.815-832 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lima Junior, Paulo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1958392
Schlagwörter	Science Teachers; Professionalism; Teaching Skills; Instructional Effectiveness; Teaching Experience; Faculty Development; Science Education; Identification (Psychology); Reputation; Personality; Family Characteristics; Social Mobility + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Professionalität; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Unterrichtserfolg; Naturwissenschaftliche Bildung; Personalität; Soziale Mobilität
Abstract	This paper introduces the notion of taste for teaching a subject, especially science, as a conceptual framework to analyse the aesthetics of teacher development as a lifelong process. We draw on the work of Pierre Bourdieu and John Dewey in order to account for how teachers distinguish admirable practices and, in doing so, distinguish themselves as inspiring professionals. In order to illustrate this framework, we report a narrative inquiry on the life story of Tomas, a white man nationally prized for his science teaching. This inquiry was inspired by sociological portraits recommended by Bernard Lahire. Results indicate how a "practical disposition" (as opposed to a theoretical one) played an important role in developing Tomas's individual taste for science teaching, producing a strong continuity between his early experiences as a masculine boy raised in a family of construction workers, on the one hand, and his later experiences as a biologist and a science teacher enacting inquiry-based activities. The significance of the findings for science education is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01