Citation

Adamson L, Meister DG. Scand. J. Psychol. 2005; 46(4): 343-348.

Affiliation

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

Copyright

(Copyright © 2005, Scandinavian Psychological Associations, Publisher John Wiley and Sons)

DOI

10.1111/j.1467-9450.2005.00464.x

PMID

16014078

Abstract

This paper presents the results of an interview study of twelve high school teachers to ascertain their general knowledge about adolescents, as well as their knowledge of issues important to adolescents. The results were as follows: (a) teachers lacked knowledge about what adolescents in previous studies have referred to as important issues in their lives; (b) teachers' general knowledge about adolescents was mainly based on experiential, as opposed to theoretical, knowledge; and (c) teachers were not interested in theoretical knowledge about normal adolescent development. These results are discussed in relationship to the Swedish school system, as well as their relationship to teacher training, which traditionally has focused on the what and how aspects of teaching, not on the aspect of whom one is teaching.

Language: en