Situated Teacher Professionalism Understanding the Exploratory and Collaborative Aspects of Teacher’s Professionalism
Bibliographic Data
| ID | 6071768 |
|---|---|
| Authors | Tilde Lykke Mardahl-Hansen (0009-0008-0165-1151, Roskilde University, corresponding author), Charlotte Højholt (0000-0003-0601-0456, Roskilde University) |
| Year | 2025 |
| Volume | 59 |
| Issue | 2 |
| Pages | 51-51 |
| Publication date | 2025-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Integrative Psychological and Behavioral Science (JOURNAL) |
| Journal identifiers | ISSN: 1932-4502 • E-ISSN: 1936-3567 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s12124-025-09914-7 |
| PMID | 40493261 |
| OpenAlex | W4411192359 |
| Language | EN |
| Citations received | 1 |
| References cited | 20 |
The aim of this article is to contribute to understandings of teacher professionalism that address how teachers work with the dynamic interplay of everyday life as part of creating participatory possibilities for children and young people in concrete teaching situations. In doing so, the article contributes to the development of a ‘situated psychology’ with concepts that can strengthen the understanding of teacher professionalism as subjectively exploratory and collaborative. This is partly due to theoretical and political problems with dominant understandings of teacher professionalism, which fail to take account of the social complexity of everyday life in schools and are criticised for decontextualising and instrumentalising teacher professionalism, and partly to the authors’ concern with the unequal conditions of children’s participation in school learning communities. Recent research on ‘situated inequality’ points to a connection between children’s unequal possibilities to participate and manage in school and teachers’ professional conditions for working with children’s conditions to participate in school. Drawing on practice theory, a subject-scientific concept of ‘conduct of everyday life’, and Donald Schön’s theory of professionalism in practice, the article provides stepping stones for understanding teachers’ professionalism as situated in the everyday social life of the school, where teachers and pupils collaborate on differences and common tasks. The purpose is to strengthen the understanding of and conditions for teachers’ professionalism in working with children and young people’s conditions for participation in learning communities of school
Epistemology · Exploratory research · Mathematics education · Pedagogy · Situated · Situated learning · Social science · Sociology · Computer Science · Educator Training and Historical Pedagogy · Philosophy · Psychology · Teacher Education and Leadership Studies
The Rediscovery of Teaching
What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism
Teacher Agency
The reflective practitioner
Conflictual Cooperation
Transgressing theory/practice divides through collaboration
Distributing resources in a construction project
Subjectivity, Conflictuality, and Generalization in Social Praxis
Psychotherapy in Everyday Life
Curriculum tracking and teacher expectations
Conflictuality and situated inequality in children’s school life
Situated Pedagogy in Danish Daycare-The Politics of Everyday Life
Learning and Everyday Life
Education Without Theory
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |