Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Teachers' knowledge about adolescents: an interview study.

Lena Adamson1, Denise G Meister

  • 1University Pedagogic Centre, Stockholm University, Sweden. lena.adamson@upc.su.se

Scandinavian Journal of Psychology
|July 15, 2005
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Academic achievement, employment, age and gender and students' experience of alternative school.

Adolescence·2008
Same author

Identity status measurement across contexts: variations in measurement structure and mean levels among White American, Hispanic American, and Swedish emerging adults.

Journal of personality assessment·2006
Same author

Self-image, adolescence, and disability.

The American journal of occupational therapy : official publication of the American Occupational Therapy Association·2003
See all related articles

High school teachers demonstrate limited understanding of adolescent concerns and rely on experience over theory. Teacher training needs to incorporate knowledge about adolescent development to improve educational practices.

Area of Science:

  • Educational Psychology
  • Adolescent Development Studies

Background:

  • Effective teaching requires understanding students' developmental stages and concerns.
  • Current teacher training often prioritizes pedagogical methods over student-specific knowledge.

Purpose of the Study:

  • To assess high school teachers' knowledge of adolescent development and key adolescent issues.
  • To identify gaps in teachers' understanding of adolescent psychology and lived experiences.

Main Methods:

  • Qualitative interview study.
  • In-depth interviews with twelve high school teachers.
  • Analysis of teachers' knowledge regarding adolescent issues and development.

Main Results:

  • Teachers exhibited a lack of awareness regarding issues important to adolescents.

Related Experiment Videos

  • Teachers' knowledge base was primarily experiential, not theoretical.
  • Teachers expressed disinterest in theoretical knowledge of normal adolescent development.

    • Conclusions:

    • Findings highlight a disconnect between teachers' practical experience and adolescents' actual concerns.
    • The Swedish school system and teacher training programs may need re-evaluation to include adolescent-centric knowledge.
    • Integrating knowledge of 'whom' is being taught is crucial for effective pedagogy.