Search results for: Mehtäläinen Jouko

This article discusses how teachers conceptualize their pedagogical principles which they perceive to be personally important. 362 class teachers of the fourth grade and 1989 subject teachers of the seventh to ninth grade answered a a questionnaire. The results of this study reflected the change from transmission to transaction pedagogy and shows that they have learned their lesson in the sense that both pupil-centeredness and constructivist learning preference are present in their pedagogical thinking and also action.