Peer S. Daugbjerg
Relations between science teachers’ corporeal performances and their statements re- garding these actions are discussed. Dispositions of truthfulness are applied to grasp the personal nuances in these relations. Three teachers’ corporeal performances and truth- fulness are analysed. Diana shows effort, sincerity and trustworthiness in dealing with classroom management. Jane shows effort, fidelity and honesty in developing outdoor teaching. Simon shows transparency, objectivity and sincerity in his support of col- leagues. By addressing the relations in the vocabulary of truthfulness the teachers in this study appear as professionals with personal dedication towards improvement of specific activities in a science teacher’s work and teaching.
Truthfulness, science teacher, corporeal performance, personal dedication
Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from learners’ and teachers’ gestures. Journal of the Learning Sciences, 21(2), 247-286.
Arzarello, F., Paola, D., Robutti, O., & Sabena, C. (2009). Gestures as semiotic re- sources in the mathematics classroom. Educational Studies in Mathematics, 70(2), 97-109.
Brickhouse, N., & Bodner, G. M. (1992). The beginning science teacher: Classroom narratives of convictions and constraints. Journal of Research in Science Teaching, 29(5), 471-485.
Clandinin, D. J., & Connelly, F. M. (1994). Personal experience methods. In N. K. Den- zin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (first ed., pp. 413- 427). California: Sage Publications.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass Publishers.
Cooper, D. E. (2008). Teaching and truthfulness. Studies in Philosophy and Education, 27(2), 9.
Daugbjerg, P. S. (2013). Entanglement of science teachers’ lives and work. (PhD, Aal- borg University). (https://www.ucviden.dk/portal/da/publications/entanglement-of- science-teachers-lives-and-work(63fc52da-bc3a-41b5-8759-b6aae518d98f).html)
Daugbjerg, P. S. (in press). Science teachers’ truthful narratives on interest in curricu- lum. Science Education Research for Evidence-Based Teaching and Coherent Learning, Nicosia, Cypres.
Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting work, lives and effectiveness. Maidenhead: Open University Press. Goodson, I. F. (1980). Life histories and the study of schooling. Interchange on Educa-
tional Policy, 11(4), 62-76.
Goodson, I. F. (1992). Studying teachers’ lives. London: Routledge.
Goodson, I. F. (2008). Investigating the teacher’s life and work. Rotterdam: Sense Pub-
Habermas, J. (1984). The theory of communicative action. London: Polity Press. Hwang, S., & Roth, W. (2011). Scientific and mathematical bodies. Rotterdam: Sense
Latta, M. M., & Buck, G. (2008). Enfleshing embodiment: “Falling into trust” with the
body’s role in teaching and learning. Educational Philosophy and Theory, 40(2),
Lindblad, S., & Goodson, I. F. (2011). Researching the teaching profession under re-
structuring. In I. F. Goodson, & S. Lindblad (Eds.), Professional knowledge and educational restructuring in Europe (First ed., pp. 1-10). Rotterdam: Sense Pub- lisher.
Norrie, C., & Goodson, I. F. (2011). We’ve come full circle. In I. F. Goodson, & S. Lindblad (Eds.), Professional knowledge and educational restructuring in Europe (First ed., pp. 11-24). Rotterdam: Sense Publisher.
Richards, L. (2008). Teach-yourself NVivo 8: The introductory tutorial. Melbourne: Lyn Richards.
Saldaña, J. (2009). The coding manual for qualitative researchers. Los Angeles: Sage. Traianou, A. (2007). Understanding teacher expertise in primary science. a sociocul-
tural approach. Rotterdam: Sense Publishers.
Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action.
London: Harvester Wheatsheaf.
Categories: 2014, Articles - JETEN, Science and Technology in the Digital Era
Leave a Reply