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Understanding Teachers' Professional Cultures Through Interview: A Constructivist Approach

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>1999
<mark>Journal</mark>Evaluation and Research in Education
Issue number3
Volume13
Number of pages13
Pages (from-to)144-156
Publication statusPublished
Original languageEnglish

Abstract

This paper describes one of the methods of enquiry used in the Professional Culture of Teachers Project: it does not discuss the substantive findings. The claim is that both the concepts of 'professional' and 'culture' are constructed, complex, ambiguous and deeply embedded in consciousness and practice. Consequently, it would be inadequate simply to listen to informants' accounts of their professional cultures. A method of enquiry was needed that helped informants to construct their consciousnesses of these almost subliminal concepts. Amongst the conclusions is the suggestion that it is important that evaluations be designed to capture the confusions, complexities and contradictions of people's thinking about their work. Without that concern there is the danger of producing over-neat accounts that can only support m isconceived, over-rational decision-making