Entanglement of science teacher's lives and work

This thesis focuses on science teachers’ lived experience, their social position and their teaching. The guiding question for the documented research has been: How is science teachers’ work related to their lives? The aim was to situate the voice and body of science teachers in the contemporary era of educational restructuring. The teachers’ work and lives in the contemporary school settings are based on the continuity of their experiences and the relations that have formed them. The interaction between critical influences and tensions shapes the personal and professional experiences, and further produces negative or positive outcomes in terms of teachers’ sense of commitment, resilience, well-being and capacity to teach. Personal and professional events constitute and shape a teacher’s past and present experiences. They may not be conspicuous at first glance, but they somehow affect the way the teacher relates to the children and also how she plans, performs and evaluates her teaching.