Health education teachers’ historical bodies : constructing teacher identity and teaching information evaluation
Tuula Nygård; Hirvonen, Noora; Räisänen, Sari; Korkeamäki, Riitta-Liisa (2020-12-15)
Nygård, T., Hirvonen, N., Räisänen, S. and Korkeamäki, R.-L. (2020), "Health education teachers’ historical bodies: constructing teacher identity and teaching information evaluation", Health Education, Vol. 121 No. 1, pp. 59-74. https://doi.org/10.1108/HE-10-2020-0096
© 2020, Emerald Publishing Limited. The final authenticated version is available online at https://doi.org/10.1108/HE-10-2020-0096. Emerald is the publisher of this chapter and permission has been granted for this version to appear here http://urn.fi/urn:nbn:fi-fe202101202192. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without their express permission.
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https://urn.fi/URN:NBN:fi-fe202101202192
Tiivistelmä
Abstract
Purpose: This article describes how Finnish health education teachers verbalise and construct their teacher identity based on their lifestyle, subject area and relationships with their students.
Design/methodology/approach: Narrative interviews were conducted amongst eight secondary and upper secondary school teachers. The nexus analysis was used to analyse teachers’ methods of teaching students information-seeking, evaluation and critical thinking skills.
Findings: The teachers’ historical bodies — their skills, interests, information-seeking habits and familiar sources — impacted the chosen teaching methods. The results indicate that teacher identity is constructed along different paths and is constantly performed and transformed in the classroom through interactions with students.
Originality/value: The study illustrates the reconstruction of teacher identity through interaction in interviews. Teachers act as role models, information gatekeepers and trustees who guide students to choose credible health information sources.
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