Subject teachers as homeroom teachers - narrative research on the professional identity of subject teachers as homeroom teachers
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
Oulun Lyseon lukio, hall
Topic of the dissertation
Subject teachers as homeroom teachers - narrative research on the professional identity of subject teachers as homeroom teachers
Doctoral candidate
Master of Arts (Education) Tiina Rautalin
Faculty and unit
University of Oulu Graduate School, Faculty of Education and Psychology, Teacher education, school and society
Subject of study
Education
Opponent
Professor Eero Ropo, University of Tampere
Custos
Professor Minna Uitto, University of Oulu
Acting as a homeroom teacher challenges the professional identity of subject teachers in general upper secondary school
Tiina Rautalin’s dissertation is the first research on teacher professional identity that examines the professional identity of subject teachers from the perspective of homeroom teacher. The research offers fresh perspectives and provides a new entrance point for the discussion on the subject teacher's professional identity. A homeroom teacher is a subject teacher who provides guidance to a group of students throughout their entire general upper secondary school period.
According to the research results the professional identity is constantly constructed, constructed in relationships and in guidance cooperation. These perspectives emphasize personal life events, the interface between acting a subject teacher and a homeroom teacher, and tensions in the guidance work of homeroom teacher. Additionally, homeroom teacher’s relationships with their own persona and students, the change in guidance cooperation and collegial support in guidance cooperation are significant for the construction of professional identity. The results indicate that the construction of professional identity involves living with uncertainty, recognizing and setting boundaries, and developing into a competent homeroom teacher.
Narrativity creates the framework for the research. The research material consists of narratives by the research participants, and it was produced in peer group mentoring meetings during the academic year 2015–2016.
“The research shows that subject teachers need support when acting as homeroom teachers,” says Rautalin. “The research also offers ways in which they can be supported. It suggests that guidance should be recognised as an integral part of a subject teacher’s competence and it should be understood as an activity to be done together and furthermore, peer support should be considered as a method for working as homeroom teachers.
Based on the research, there is a need to continue the discussion on the professional identity of subject teachers. The research provides current information that acting as homeroom teacher is significant for the construction of subject teachers’ professional identity. This information is useful for educational policymakers, education providers, and subject teachers.
According to the research results the professional identity is constantly constructed, constructed in relationships and in guidance cooperation. These perspectives emphasize personal life events, the interface between acting a subject teacher and a homeroom teacher, and tensions in the guidance work of homeroom teacher. Additionally, homeroom teacher’s relationships with their own persona and students, the change in guidance cooperation and collegial support in guidance cooperation are significant for the construction of professional identity. The results indicate that the construction of professional identity involves living with uncertainty, recognizing and setting boundaries, and developing into a competent homeroom teacher.
Narrativity creates the framework for the research. The research material consists of narratives by the research participants, and it was produced in peer group mentoring meetings during the academic year 2015–2016.
“The research shows that subject teachers need support when acting as homeroom teachers,” says Rautalin. “The research also offers ways in which they can be supported. It suggests that guidance should be recognised as an integral part of a subject teacher’s competence and it should be understood as an activity to be done together and furthermore, peer support should be considered as a method for working as homeroom teachers.
Based on the research, there is a need to continue the discussion on the professional identity of subject teachers. The research provides current information that acting as homeroom teacher is significant for the construction of subject teachers’ professional identity. This information is useful for educational policymakers, education providers, and subject teachers.
Last updated: 7.11.2024