Truthfulness in science teachers’ bodily and verbal actions

A dramaturgical approach to teacher’s personal bodily and verbal actions is applied through the vocabulary of truthfulness. Bodily and verbal actions have been investigated among Danish primary and lower secondary school science teachers based on their narratives and observations of their classroom actions. The analysis shows how science teachers engage truthfully in pupil relations
through an effort of applying classroom management, among other things. In all, this indicates that if science education research wants to understand science teachers’ personal relations to teaching science it could be beneficial to address the truthfulness of science teachers’ narratives and actions.