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Teachers' professional beliefs about their roles and the pupils' roles in the school

Research output: Contribution to journalArticleScientificpeer-review


Original languageEnglish
Pages (from-to)177-197
Number of pages21
Issue number2
Publication statusPublished - 2014
Publication typeA1 Journal article-refereed


In recent decades, many educational reforms have been implemented that aim to effect a change in teachers' and pupils' roles by promoting meaningful learning. Yet, little is known about how teachers perceive these roles as a part of their professional belief system. In this study, 68 Finnish comprehensive school teachers were interviewed. The data were content analysed. The results showed that teachers recognised the importance of facilitating pupils' active role in learning, but still mostly considered pupils as passive in school practices. Moreover, teachers perceived pupils as active educational participants most often outside the classroom, in informal school settings. Correspondingly, teachers described themselves primarily as knowledge transmitters in pupils' learning. In their professional community, teachers perceived themselves mostly as reproducers of knowledge instead of facilitators of learning. There was also variation between the teachers as well as within a single teacher's beliefs.

ASJC Scopus subject areas


  • context-dependency, Finnish comprehensive school, teachers' and pupils' role, teachers' professional beliefs