Distinction in physics teaching. Change or status quo?
2010 (English)Conference paper (Refereed)
In the societies of today political steering documents highlights that all education should include sustainable development. But it seems to be others competing ideals for teaching physics. Physics teachers in secondary school in Sweden have generally, in energy teaching, manifesting on facts and a strong link with scientific concepts and mathematics. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Discussing the data emerging from a questionnaire which focuses on indicators of the teachers’ cultural and economical assets, or capital, according to the work of Pierre Bourdieu´s sociology and especially his concept on habitus provide a tool for analysis. Primarily we sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teacher types emerged. We describe these teacher-groups habitus; The Manager of the Traditional, The Challenger for Technology and The Challenger for citizenship. By making the habitus of the teachers in the different groups visibly, we can explain why teachers teach as they do and thereby make a contribution to both science education research and to teaching training. In a teaching training where a reflective approach which also includes the individual dispositions and representations is paramount.
Place, publisher, year, edition, pages
physics teachers, habitus; teaching, reproduction, cultural capital, upper secondary school
Research subject Sociology of Education
IdentifiersURN: urn:nbn:se:uu:diva-145511OAI: oai:DiVA.org:uu-145511DiVA: diva2:396298
International conference "Thirty Years After "Distinction", November 4, 2010 – November 6, 2010, Institut national d’histoire de l’art INHA, Paris