Ee o Ropo & Rii a Jaa inen (eds),
Subjec Teache Educa ion in T ansi ion: Educa ing Teache s o he Fu u e
Tampe e: Tampe e Uni e si y P ess, 85–110.
h p://u n. i/URN:ISBN:978-952-359-016-8
E e yday mul idisciplina i y
Con essions o a mo he ongue eache educa o
Pi jo Vai inen
P ologue
I is summe 2003. I am a ending a con e ence o ganised by he
In e na ional Associa ion o he Imp o emen o Mo he Tongue
Educa ion1 in Lisbon, Po ugal. The heme o he con e ence is
The Role o Li e a u e in he Mo he Tongue Cu iculum, he
sessions and p esen a ions, howe e , co e all ypes o opics.
The cu iculum is discussed in ela ion o educa ion policy
and globalisa ion; eache iden i y and eache educa ion a e
discussed. (Kaa inen e al. 2003, 53–54.)
In he i s wo kshop, he speake e eals o us ha she had
immedia ely el a home in Lisbon a e ha ing seen he S a o
Da id, he c oss and he c escen side by side a an unde g ound
1 Since 2014 In e na ional Associa ion o Resea ch in L1 Educa ion (ARLE).
86
Pi jo Vai inen
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s a ion. Reading a ex is exempli ied by he Jewish Talmud, a
book ha con ains ex s w i en a di e en imes. Reading is no
linea , he eade may mo e om one ex o la e commen a y
on i , and he eade is always esponsible o he in e p e a ion.
The speake is P o esso Ilana Elkad-Lehman om he
College o Teache Educa ion in Is ael. The aim o he session
is eaching li e a u e ia in e ex uali y, based on Julia K is e a’s
heo y. The e m in e ex uali y is used o syn hesize Saussu e’s
linguis semio ics wi h Bakh in’s dialogism (K is e a 1980, o ig.
1969). In e ex uali y is la e seen as a uni e sal phenomenon
ha elucida es communica i e in e connec ions be ween one
ex and ano he ex , a ex and con ex , and di e en gen es
o modes. In e ex uali y in a b oade sense is used in ilm,
hea e and media s udies. I am amilia wi h K is e a’s w i ings
in s uc u alis linguis ics, psychoanalysis, semio ics, and
philosophical eminism.
The cen al ocus o he wo kshop is on unde s anding he
ac i i y and aming o eading as i ela es o he Reade Response
Theo y. The pa adigm shi in academic li e a u e s udies om
a ex -cen ed o eade -cen ed app oach was he basis o my
doc o al disse a ion (Vai inen 1988; see also Vai inen 2011).
Cons uc i ism as a pa adigm o eaching and lea ning,
which places he lea ne in he spo ligh , is o en men ioned in
Ilana Elkad-Lehman’s in oduc ion. She wishes, howe e , o
legi imise associa i e eading, he os e ing o hinking and
me acogni ion as p oposed by Vygo sky. Vygo sky is well known
in all educa ional s udies in Finland: a psychologis who de eloped
in e ac i e lea ning and ins uc ion. I ha e also become amilia
wi h Vygo sky’s ea ly wo k on he o igin and psychology o a ,
as well as his heo ies o cul u e and na a ion in my academic
s udies in li e a u e. (Vygo sky 1978; 1962.) I sha e Ilana Elkad-
Lehman’s emphasis on de eloping hinking and me alanguage in
eaching and lea ning.
The eading ma e ial in he wo kshop comp ises a s o ybook,
a book o be ead s a ing om he back co e and he ex o be
ead om igh o le , a book in Heb ew. The pic u es and he
layou o he book in oduce a ai y ale o a s ongly s ylized
E e yday mul idisciplina i y
87Subjec eache educa ion in ansi ion
s o y. The e is a p incess on he co e and, a he end, a spide
and a web look like somewha amilia ing edien s. Ano he s o y
seems o be old in ca oons wi h speech bubbles.
The book is ci cula ed among he wo kshop pa icipan s. We
a e asked o discuss wi h he pe son(s) nex o us wha amilia
elemen s he e a e, wha o he s o ies his book eminds us o .
In he con e sa ion, Eu opean ai y ales by he B o he s G imm
a e b ough up; p incesses a e named, e.g. Sleeping Beau y, Snow
Whi e, Rapunzel; he animal helping a gi l o ge a ball d ess is
amilia om Cinde ella, he glowing ga men in he end is said
o b ing happiness. The wo k o he spide signals an a is and
a . The e appea unexpec ed elemen s such as he p incess’s
de e mina ion and he spide , Sigi’s, bou ique! In e ex ual
eading can be ini ia ed in many ways: eading a ai y ale, eading
as a eminis , eading a my h, eading a s o y o a and an a is ,
o as pa o mo e ex ensi e cul u al eading.
We can see pa s o he dialogue in English also, bu he book
is easy o ead wi hou ha . Wo king wi h language, dialogue and
e hics is b ough up by a Chinese pa icipan om Hong Kong,
and he no ma i e na u e o language is men ioned. A Canadian
pa icipan eminds us o imagina ion: h ough li e a u e, you can
en e a wo ld you canno s ep in o o he wise. Reading li e a u e
has many oles o unc ions, and li e a u e is cha ac e ized by
ambigui y. 2
I el a home a ha in e na ional con e ence because he eache
educa o colleague who led he wo kshop in oduced app oaches
o eaching li e a u e, and mo e ex ensi ely, o eaching o mo he
ongue wi h which I was al eady amilia . She also “walked he way
she alked”, i.e. ac ed acco ding o he own doc ine. The e whe e
au hen ic ques ions, dialogue and in e ac ion among he wo kshop
pa icipan s. (See Elkad-Lehman 2005.)
2 The book is “Sigi and he Th ead Shop” (in Heb ew) by Nu i h Za chi, illus a ed
by Hildi Ha kin (1995).
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In oduc ion
The s o y abo e desc ibes my ision o mo he ongue didac ics and
subjec -speci ic didac ics. In his chap e , my iews will be p esen ed
h ough a na a i e o a eache educa o ’s p o essional iden i y, which,
acco ding o Ropo (2019), is pe sonal, social and cul u al. My pu pose
is o explo e my eaching and ac i i ies in subjec eache educa ion a
he Uni e si y o Tampe e wi h ocus on he signi icance o e lec ion
and esea ch in de eloping au onomous eache s. (Jaa inen 2015.)
The cul u al con ex in he chap e includes he his o y and adi ion
o mo he ongue eaching o which my choices and easoning a e
ela ed. I ega d subjec didac ics as a pe spec i e o eache ship, o
being a eache .
Subjec didac ics comp ises he knowledge and heo ies o he
disciplines ha a e he basis o he subjec o be augh , heo ies and
models o educa ion and philosophy, as well as c i ically e alua ed
his o ical knowledge o he adi ions o he subjec conce ned.
Subjec didac ics a he uni e si y is also he knowledge domain which
con ains de eloping skills. While pa icipa ing in mo he ongue
subjec didac ic s udies, o example, s uden s p ac ice skills which
enable hem o ake pa in p o essional o o he encoun e s ha
equi e expe ise in mo he ongue and li e a u e eaching. The aim
is o p ac ice he skills o hemsel es, no me ely as a ool o ex e nal
goals. The goal o educa ion is hen included in he p ac ice, and i
does no come om he ou side. (Tompe i 2017.)
S udying he pedagogical p ac ices o mo he ongue and li e a u e
in eache educa ion also p omo es li ing in he si ua ion a hand,
no me ely p epa ing o he u u e. The goal o subjec didac ics is
always emancipa o y, because i s e hical aim is o s i e o he good
o bo h he lea ne and he communi y (G ün hal 2007). Subjec
didac ic s udies also comp ise explaining and explo ing meanings
and applica ion o he subjec in socie y (Rä yä e al. 2018; o iginally
Ongs ad 2006; see also K ogh e al. 2016).
E e yday mul idisciplina i y
89Subjec eache educa ion in ansi ion
His o y o mo he ongue didac ics in Finland
The his o y o mo he ongue eaching in Finland can be aced
back o he ea ly use o he Finnish language om he 16 h cen u y
when Finland was unde he Swedish ule, o o he 19 h cen u y
when Finnish became a school subjec in 1843 and he language o
ins uc ion in 1856 in he G and Duchy o Finland (Ka asma 2014).
The his o y o school cu icula om he 19 h cen u y o he 1950s was
w i en la e (Kauppinen 1982). The Mo he Tongue Teache s’ Union
was ounded in Finland in 1948; i has published an a icle and a book
on i s his o y (see Mäenpää 1974; Kaipainen e al. 1998).
The his o y o Finnish mo he ongue didac ics, howe e , da es
back o he 1970s. I was he pe iod o a signi ican school and eache
educa ion e o m in Finland: he school sys em was ans o med
in o one common basic educa ion sys em, and he subjec eache
educa ion in he eache aining schools was inco po a ed in he
uni e si ies’ acul ies o educa ion.
The i s academic ex book in mo he ongue didac ics da es
back o 1986. I con ains a b ie his o y and a disposi ion ollowing
he adi ional sec ions o eaching. (Kauppinen 1986.) An academic
ex book on mo he ongue didac ics in Swedish in Finland, i.e.
S enska med s ing! Didak isk handledning med yngdpunk på
mode smål, li e a u och d ama (Øs e n 2001) also exis s. I is
based on mode n concep ions and heo ies, such as he ‘holis ic
indi idual’, ‘body, hough and emo ions oge he ’, ‘lea ning in he
cul u al con ex ’, ‘lea ning as an ac i e p ocess’, and ‘dialogue in he
expanded didac ic space’. Anna-Lena Øs e n’s expe ise is eaching
a s, abou a s, h ough a s, in he p ocess o a s, using d ama
especially (Øs e n 2001). He book also se es my in e es in hea e
and d ama educa ion.
Heilä-Ylikallio and Øs e n’s a icle on he his o y o mo he
ongue didac ics (Finnish and Swedish) was published in 2012. I
p esen s an o e iew o academic esea ch in mo he ongue didac ics

90
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and in oduces mo he ongue p o essionals a he uni e si y le el.
In he de elopmen o eaching subjec didac ics, se e al changes
can be ecognised: shi ing om canonical hinking o he mo he
ongue as a cul u al subjec , om o malism o unc ionalism, om
cogni i e o sociocul u al, om a monocul u al o a mul icul u al
pe spec i e, and om he ex eade o ien a ion o a mul imodal
o ien a ion in li e a y eaching. (Heilä-Ylikallio & Øs e n 2012.) In
ano he a icle by Rä yä e al. (2017), Finnish esea ch in mo he
ongue and li e a u e in he 21s cen u y is ho oughly su eyed. In
addi ion, a ious aspec s o he his o y o mo he ongue as a school
subjec and some o he hemes ha e been deal wi h in se e al a icles
and academic disse a ions.
Con ibu ions o he Uni e si y o Tampe e
The i s lec u e in mo he ongue didac ics in he Depa men o
Teache Educa ion a he Uni e si y o Tampe e was appoin ed in
1974. Anna-Liisa Mäenpää had been a lec u e a he eache aining
school in Tampe e since i s es ablishmen in 1962, i.e. du ing he
pe iod o pionee ing when no el ideas we e de eloped o he
cu iculum o he new comp ehensi e school. She was ac i e in he
Mo he Tongue Teache s’ Union and one o he au ho s o he book
Ki jallisuusk i iikki ja ope us (Li e a y c i icism and eaching), a sign
o s i ing o scien i ica ion o he mo he ongue didac ics (Rainio
1971; Vai inen 2011). The same end is con inued wi h Tu kimus ja
ope us: s uk u alismia (Resea ch and eaching: S uc u alism) which
sugges s common s a ing poin s o he disciplines associa ed wi h
he mo he ongue eache s udies a uni e si ies (Mäenpää e al.
1976; Vai inen 2011).
S a ing a new academic b anch o knowledge also needs his o y.
Anna-Liisa Mäenpää w o e an a icle on con empo a y changes in
he ield and a compa ison o mo he ongue eaching in di e en
E e yday mul idisciplina i y
91Subjec eache educa ion in ansi ion
coun ies (Mäenpää 1974). La e , she comple ed a su ey on he s udies
in he uni e si ies in Finland whe e she poin ed ou ha he s uc u e
o mo he ongue eache educa ion was agmen ed. He s and was
ha i should be possible o base eache educa ion on he na ional
school cu iculum in he acul ies o humani ies a uni e si ies. In
he heo y o mo he ongue subjec didac ics, linguis ic, pedagogical,
psychological and sociological iews should be combined wi h he
gene al philosophy o educa ion and he ad anced s udies should
p o ide space o an in e disciplina y p ojec o ind esea ch hemes
o subjec didac ics. (Mäenpää 1978.) She e e s o Je ome B une
who, in his ea ly heo ies, emphasised ha child en lea n language
in o de o communica e; meaning ul language is acqui ed in he
con ex o meaning ul pa en -in an in e ac ion; lea ning sca olded
o suppo ed by a child’s language acquisi ion suppo sys em –
ollowing Vygo sky’s socio-cul u al de elopmen heo y (Smi h
2002).
Kyllikki Ke a uo i was appoin ed he lec u e in mo he ongue
didac ics a he Uni e si y o Tampe e in 1989. She in oduced
he Language h ough Cu iculum concep , class oom dialogue
in eaching and using small g oups in lea ning. The app oach and
concep ions we e based on English esea ch and de elopmen
ma e ial. (Ke a uo i 1977; 1978.) Ke a uo i’s doc o al disse a ion
Ymmä änkö a koi ukses: u kimus disku ssi ooleis a ja unk iois a
(Do I ge you poin : a s udy o discou se oles and unc ions) was
published in 1988. Ke a uo i began o apply he heo y and esea ch
me hod o discou se analysis. In he s udy, she in es iga ed oles in
class oom discou se; he ini ia o was he eache , while he pupil
emained in he esponden ’s ole. She explo ed class oom discou se
unc ions, i.e. elici a ion, di ec i e and in o ma i e unc ions and he
s uc u es o ques ioning, checking and inqui ing. While wo king in
small g oups, he oles we e di e en . (Ke a uo i 1988.)
My p edecesso s, he i s wo uni e si y lec u e s in mo he
ongue didac ics a he Uni e si y o Tampe e, we e ac i e mo he
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ongue eache s and mo he ongue eache educa o s om he
uni e si y eache aining school. They ca ied wi h hem a g ea
deal o silen knowledge o he school and o hei p o ession. They
we e among he pionee s in he school e o m (Ke a uo i 2004). And
hey ac i ely pa icipa ed in de eloping he cu iculum h ough hei
union. They seemed o hink ha by being no ma i e and mi o ing
he alues and ideologies o socie y, he na ional cu iculum will
ende p ecious pedagogical ools o eache s. Thei expe ise
co e ed academic disciplines, li e a u e, linguis ics and speech
communica ion, and hey also had heo e ical and me hodological
in e es s and ac i i ies ha guided hem when hey we e c ea ing he
basis o he new b anch o knowledge, i.e. mo he ongue didac ics.
Anna-Liisa Mäenpää con eyed new app oaches in he humani ies o
eache s and eache educa ion. Kyllikki Ke a uo i was a pionee in
he ield o class oom discussion esea ch, which has become mo e
and mo e p e alen in many Finnish uni e si ies, bo h in linguis ics
and in educa ion.
I did i my way
In my s o y, I can now see he signi ican powe o Li le Red Riding
Hood, school plays wi h my sis e and my neighbou ’s child en, he
ci y lib a y whe e my mo he ook me and he poe y analysis ha
was augh a school. My amily we e e acuees om Ka elia a e he
wa s. The e o e, I had wo languages and cul u es.
I wen o elemen a y school in he pa allel school sys em and hen
g amma school. The local uppe seconda y school was a p i a e
school. Being in doub wha o do, my a he ended up educa ing his
daugh e he e. The Finnish language eache len me Pablo Ne uda’s
poe y as a opic o composing an essay. I began my uni e si y s udies
in Finnish and Finno-Ug ic languages, bu p og essed quicke in
compa a i e li e a u e. I comple ed my ad anced s udies in bo h.
Du ing summe , I s udied educa ion, psychology and jou nalism.
E e yday mul idisciplina i y
93Subjec eache educa ion in ansi ion
I lea ned he basics in educa ional sciences om P o esso E kki
Lahdes. His mas e y lea ning o e ed a meaning ul me hod. The 1970s
was ime o comple ing he basic educa ion e o m in Finland; one
o he ex books was he Comp ehensi e School Commi ee’s epo
om he yea 1970. A e my MA deg ee, I wo ked in 1974−1979 as a
esea che and planne o he uni e si y educa ion e o m.
The employe was he Minis y o Educa ion. While wo king wi h
he bes expe s in he ield, I con inued my s udies in educa ion and
lea n many heo ies and p ac ices, especially in uni e si y pedagogy.
La e in he 1980s, I pa icipa ed in a uni e si y eache s’
quali ica ion cou se. The heo y o e ed was Y jö Enges öm’s heo y
o ac ion and de elopmen al wo k esea ch (Enges öm 1987). I hough
ha he idea o he heo y was also applicable o academic basic
cou ses in li e a u e. La e , I ecognised he comple e lea ning cycle
in he guide book o he uni e si y eache aining school. Ano he
imp essi e heo y in uni e si y pedagogy was cogni i e psychology as
a heo y o lea ning. In 1980, I began he subjec eache ’s pedagogical
s udies. I could only s udy in he au umn e m, because I was o e ed
an oppo uni y o apply in p ac ice wha I had lea n , i.e. p ojec
wo k in he Cul u al Ac i i y cou se. Then I ecei ed a schola ship
o doc o al s udies in he Uni e si y o Uppsala. I was also a membe
in an ea ly doc o al school in hea e and ilm esea ch, unded by he
Academy o Finland.
I comple ed my doc o al disse a ion in li e a u e while wo king
as an associa e p o esso o li e a u e a he Uni e si y o Oulu. The
heo e ical amewo k o my esea ch was based on Ge man ecep ion
aes he ics, phenomenological and he meneu ical philosophy. I
also s udied Ame ican Reade -Response esea ch and empi ical
eading esea ch in sociology and pedagogy. My doc o al hesis
on compa a i e li e a u e was accep ed in 1988 a he Uni e si y o
Tu ku. (Vai inen 1988; see also Vai inen 2011). La e , I also applied
he same heo e ical amewo k o hea e esea ch – and la e o
educa ional esea ch. A he Uni e si y o Tu ku, as an academic
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La e , he s uden eache s o mula ed a se ies o esea ch
hemes o hei sho esea ch essays. They used he da a ga he ed
oge he and wo ked in pai s o in g oups o h ee. They we e mainly
in e es ed in small g oup communica ion, and I in oduced hem o
a Canadian-F ench esea che ’s s udy on a ious u ns o speech in
li e a u e discussions. (Hébe 2008; 2003; Vai inen 2011.) I was used
o he analysis o bo h he o al discussions and he discussions held
by means o echnology. S uden s in one g oup used a con e sa ion
analysis known o hem om hei academic s udies o he Finnish
language.
The esul s indica ed ha wo king wi hin a heme and p ojec
p o ides he pupils wi h oppo uni ies o use hei exis ing skills and
wo k in small g oup in e ac ion which is mo i a ing. When pupils
choose a sui able le el o hei asks, hey sha e esponsibili ies
wi h each o he and wi h he eache (s). P ojec wo k builds b idges
eaching ou om school o socie y.
In ou de elopmen al eaching p ojec , he eache (s) no iced ha
opics ela ing o he young pupils’ li es and hei au hen ic ques ions
se ed he assignmen s well. The e we e se e al b anches in he o al
discussions and he pa icipan s using he compu e s we e e y
a en i e and hough ul. The bes pa s o he discussions, he opic
o ‘a good li e’, o example, we e deep and philosophical. (Ahonen &
Vai inen 2011; 2012a, b; Vai inen 2012.)
A s educa ion in a b oade ame
In a s educa ion, i is essen ial o sha e expe iences o a in language,
ei he as a e bal exp ession, na a i e, con e sa ion, o by w i ing a
commen . Du ing he academic yea o 2009–2010, he Sa a Hildén
Academy4 in Tampe e exhibi ed and wo ked on isual a ela ed o
4 ‘Basic educa ion in he a s’ is a educa ion p o ided by he Sa a Hildén
Academy p ima ily o child en and young people on an ex acu icula basis, as
ou -o -school ac i i ies.

E e yday mul idisciplina i y
101Subjec eache educa ion in ansi ion
he Finnish na ional epic, Kale ala. In he au umn o 2010, a g oup
o 15-yea -old nin h-g ade pupils wen o see a selec ion o imagina y
cha ac e s in Kale ala, all o which we e made by a is s mo e o
less hei own age. The imagina y cha ac e s we e s udied in de ail,
and he pupils made p epa a ions o w i e s o ies abou hem. The
s o ies we e ead aloud in a mee ing wi h he young a is s who, in
u n, had he oppo uni y o explain how hey had wo ked based on
hei in e p e a ions o he Kale ala s o ies and po ayed my hical
igu es. The pupils also la e w o e analyses on he wo ks o a .
Acco ding o he Finnish na ional cu iculum, nin h-g ade pupils
mus ead he poe y o Kale ala. In ou class, each pupil ead a se ies
o poems abou he pe son o e en s he o she had been acquain ed
wi h ia he new a is ic in e p e a ions o he young a is s. The pupils
also lea ned abou o he mode n in e p e a ions: he pe o mances
o Fi e Thea e Flamma, he comics o K is ian Hui ula and Gene
Ku kijä i, and Johanna Sinisalo’s no el Sanka i (He oes).
The las phase consis ed o small g oup mee ings o he young
a is s om he Sa a Hildén Academy and he pupils om he eache
aining school. The opic o discussion was ‘Kale ala Image y:
be o e and now’. The ma e ial consis ed o he classics and he new
in e p e a ions o he young a is s, bo h known by e e yone.
The p ojec showed ha oday’s young people a e skilled a
wo king mul imodally and handling ex s and images in in e ac ion
wi h each o he . School is a place whe e i is also possible o hold a
mi o composed in a in on o young people, who a e s uggling
wi h hei iden i y issues, and gi e hem an oppo uni y o ind ou
‘al e na i e pe spec i es’ and ‘o he wo lds’ – as well as o pe pe ua e
cul u al he i age.
The school c ea es a mul i- oiced and sha ed lea ning cul u e
in which ideas and knowledge a e sha ed wi h o he s, di ision o
labou is nego ia ed, oles a e changeable and oppo uni ies a e gi en
o obse e and e lec on g oup ac i i ies. The school is a mee ing
place whe e cons uc ing meanings in collabo a ion is possible. A is
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ano he mode o knowledge; h ough a and a is ic ac i i y a ious
ela ionships a e c ea ed be ween human beings as well as be ween
human beings and he wo ld. (B une 1986.)
Epilogue
Resea ch-based eache educa ion has exis ed in Finland o 40
yea s. In subjec eache educa ion a he Uni e si y o Tampe e, he
de elopmen o eache s as esea che s has been adop ed in o he
cu iculum o guide s uden eache s o become e lec i e, dialogic
and au onomous p o essionals. Du ing he wen y yea s o my ca ee
as a eache educa o , I ha e expanded he basis o subjec eache
educa ion om e lec ion o esea ch. Resea ch o ien a ion is a
p ocess in eg a ed in o he basic cou ses o he s udies in educa ion,
and he esea ch o me hod-o ien ed cou ses o he disciplines a e
s udied o gain compe ence in eaching subjec (s). The subjec didac ic
s udies and he eache -as-a- esea che o ien a ion a e designed on
he same ounda ion. The knowledge and me hodological skills o
he s uden s p o ide aluable ma e ial o subjec didac ic esea ch.
In subjec didac ic esea ch s udies, he esea ch o ien a ion ypical
o he educa ional sciences can be ex ended, o example, o school
e hnog aphy and ac ion esea ch and especially o design-based
esea ch.
As mul idisciplina y ields o knowledge, eaching and lea ning
will only de elop i he esea ch a ou s mu ually compe ing
esea ch p emises and me hods ha challenge ou dominan hough
pa e ns bu emain jus i iable. Emphasising he signi icance o
con inuous econs uc ion and es ing o heo ies is impo an , as
i al and cu en in o ma ion is he key c i e ion. Suppo ing eache
communi ies o in oduce new knowledge and wo k as lea ning
communi ies is also impo an . Teache s need an in es iga i e
a i ude owa ds hei wo k; hey need o s udy hei own eaching,
E e yday mul idisciplina i y
103Subjec eache educa ion in ansi ion
u ilise ac i e pedagogical esea ch in hei wo k and de elop hei
pedagogical hinking. Teache s’ independen hough is libe a ing;
one does no ha e o go along wi h ends and ‘isms’.
Becoming a eache is a complex p ocess and eaching is a
complex phenomenon – o me and o e e yone! My educa ional and
p o essional posi ion is he esul o my subjec -speci ic academic
expe ise. The eache as a esea che , i.e. he esea ch o ien a ion o
subjec eache educa ion, is a ool o me as a eache educa o , and i is
pa o my p o essional iden i y. I see and in e p e he wo ld h ough
he lenses o my own subjec -speci ic expe ience5. The mo he ongue
and li e a u e eache iden i y is li ing in au onomous, c ea i e and
c i ical u u e eache s.
5 Thank you, Ee o Ropo, o he me apho !
104
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ee o opo & ii a jaa inen (Eds)
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