Browsing by Author "Rossi, Maria-Elina"

The aim of this study is to examine how teacher students' view their cultural capital. Cultural capital means the knowledge, skills, valuations and examinations that a person has achieved during his/her life.The purpose of this study is also to depict whether or not cultural capital is of importance to a teacher at his work or to a student at his education. Previous studies have shown that teacher students present bourgeoise culture. Previous studies have also shown that teacher's cultural capital might have an impact to his/her work and that students' family background has an impact on school work. The study was made by the principles of qualitative research. Five teacher students from Helsinki University were selected as research subjects. The data was gathered during the spring 2015 and collected by using a theme interview. The data was then analyzed with theory-bound content analysis. Based on the data, teacher students' views depicted that their family backgrounds, as well as hobby and personal interests reflected at least partly the cultural capital. Based on the study results, it would seem that teacher's own cultural capital might show in his/her work at some level, for example through the valuations and aspirations, as well as the number of his/her hobbies. Teacher's hobbies can show as emphasis on, motivation in and aspirations in the work. Valuations and aspirations can have an impact on the demands targeted towards students by the teacher. The results indicate that student's cultural capital can show at school through stimulus received from home and attitude towards school.