Teachers’ interpretations of their classroom interactions in terms of their pupils’ best interest: A perspective from continental European pedagogy

Abstract

This thesis comprises four closely related interpretative studies and set out to answer the compound question: __How do teachers interpret their classroom interactions in terms of their pupils__ best interest?__ Two empirical studies were conducted. The first study addressed the sub question: __How do teachers legitimise their daily classroom interactions in terms of educational values and ideals?__ The second study explored the second sub question: __How do teachers give expression to their legitimisations when interpreting their classroom interactions in terms of their pupils__ best interest?__ Differences in ways of giving expression to their legitimisations between teachers and different institutional contexts were taken into account. Before the research questions could be answered, two methodological problems had to be addressed. The first concerned how to collect empirical data that is suitable for inquiring into teachers__ interpretations of their classroom interactions in terms of their pupils__ best interest. The second methodological problem revolved around how to identify teachers__ educational values and ideals that underlie these interpretations from the perspective of continental European pedagogy. Implications of the findings for teacher education are presented in the concluding chapter.