University of Oulu

Erkki Lassila & Minna Uitto (2016) The tensions between the ideal and experienced: teacher–student relationships in stories told by beginning Japanese teachers, Pedagogy, Culture & Society, 24:2, 205-219, DOI: 10.1080/14681366.2016.1149505

The tensions between the ideal and experienced : teacher–student relationships in stories told by beginning Japanese teachers

Saved in:
Author: Lassila, Erkki1,2; Uitto, Minna3
Organizations: 1Faculty of Education, University of Oulu, Finland
2Institute for the Advancement of Higher Education, Hokkaido University, Japan
3 Faculty of Education, University of Oulu, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.2 MB)
Persistent link:
Language: English
Published: Informa, 2016
Publish Date: 2019-07-11


This narrative research explores the tensions that beginning teachers tell about their relationships with students between the ideals they have, and how the teachers experience those relationships in the micropolitical and relational environment of their everyday work. The phenomenon is approached through stories told by three Japanese beginning teachers. The stories illustrate the tensions originating from within oneself, and how they relate to relationships with senior colleagues or the hierarchical relations within the school organisation. The tensions are meaningful for the emotional distance created between the teacher and his/her students. Implications, in particular, for teacher training are considered.

see all

Series: Pedagogy, culture & society
ISSN: 1468-1366
ISSN-E: 1747-5104
ISSN-L: 1468-1366
Volume: 24
Issue: 2
Pages: 205 - 219
DOI: 10.1080/14681366.2016.1149505
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This work was supported by the Academy of Finland grant number [265974]; the Japanese government (Monbukagakusho:MEXT) scholarship.
Academy of Finland Grant Number: 265974
Detailed Information: 265974 (Academy of Finland Funding decision)
Copyright information: © 2016 Pedagogy, Culture & Society. This is an Accepted Manuscript of an article published by Taylor & Francis in Pedagogy, culture and society on 26 Feb 2016, available online: