| dc.description.abstract | This research is concerned with teacher’s understanding of culture, both through the experience they reveal from childhood and youth and as teachers at school, in addition to the concepts and reflections they express. The research was carried on in the region of Telemark near up to the millenium anno 2000, by a rather representative sample of 300 teachers, who was invited to respond to a complex questionnaire, constructed as a result of an earlier interviewguide used in ten years before. The results indicate that the teachers’ concept of culture seems to be the same throughout the different contexts, either it is related to experiences in early life, to their teaching in school or is formulated on a more sophisticated level as concepts, arguments and perspectives. This concept of culture is primarily related to everyday-life and is more descriptive than normative. It refers to common experiences in the local community and to common subjects at school. The report revelas very few examples of art and fine culture. The introduction of the concept cultural inheritance opens up for a more normative and sophisticated concept than the concept of culture, and an underlining of the personal effects of an integrated cultural inheritance as regards developing roots, belongingness and social relations. Finally topics of variations are treated, partly by comparing the views of teachers in urban and rural districts, male and females and teachers of different age. | |
