How Principles and Values Backing the Profesionnal Identity of French and Finnish Teachers Differentiate Their Ability to Face Educational Change

Autor/in	Forestier, Yann
Titel	How Principles and Values Backing the Profesionnal Identity of French and Finnish Teachers Differentiate Their Ability to Face Educational Change
Quelle	In: European Education, 54 (2022) 3-4, S.144-156 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forestier, Yann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.1080/10564934.2022.2163181
Schlagwörter	Foreign Countries; Cross Cultural Studies; Junior High School Teachers; Social Values; Teacher Attitudes; Educational Philosophy; Political Attitudes; Educational Change; Ethics; Decision Making; Professional Autonomy; Comparative Education; Educational Principles; Finland; France + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Sozialer Wert; Lehrerverhalten; Bildungsphilosophie; Erziehungsphilosophie; Political attitude; Politische Einstellung; Bildungsreform; Ethik; Decision-making; Entscheidungsfindung; Berufsfreiheit; Vergleichende Erziehungswissenschaft; Bildungsprinzip; Finnland; Frankreich
Abstract	Forty-six interviews of French and Finnish Junior High School teachers clearly show a strong will to link professional commitment to common progressive values. However, the interviewees have to adjust these political or philosophical views when confronted with the reality of their professional everyday life and to the development of widely broadcast educational debates, like the ones about the recent reforms concerning the Junior High School level in both France and Finland, conducted at the time of the interviews (2016 and 2017). These adjustments, linked either to the circumstances or to practical realities, challenge the internal coherence of their ethical choices. This paper shows that the reference principles and the practical implications of such choices are not asserted as sharply in France as in Finland. It highlights the unequal ability of the teachers of both countries to make sense of their professional experience and to appropriate the terms of the debates on the evolution of teaching. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01