Early career teachers' experiences of developing professional knowledge - from research-based teacher education through five years in the profession

A1 Journal article (refereed)

Internal Authors/Editors

Publication Details

List of Authors: Jessica Aspfors, Gunilla Eklund, Sven-Erik Hansén
Publisher: Institutionen för didaktik och pedagogisk profession, Göteborgs universitet
Place: Göteborg
Publication year: 2019
Journal: Nordisk Tidskrift för Allmän Didaktik
Journal acronym: NoAD
Volume number: 5
Issue number: 1
Start page: 2
End page: 18
eISSN: 2002-1534


This study aims to explore early career teachers’ (ECTs’) experiences of professional
knowledge developed during their research-based teacher education and throughout their first
five years in the profession. This study uses Shulman’s (1986) framing of professional
knowledge, which posits that teachers must have content knowledge, general pedagogical
knowledge, and pedagogical content knowledge. Ten Finnish primary school teachers with
five years of work experience participated in this study. The data was collected from individual
interviews and analysed using qualitative content analysis. Three major areas of knowledge
were identified that together distinguish ECTs’ professional knowledge: pedagogical and didactic,
relational, and research-related knowledge. The results indicate that teacher education
provides a solid foundation while the first five years of professional experience add to the
teachers’ professional knowledge.


Last updated on 2020-19-09 at 06:37