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A Professional Handicraft Teacher in the Eyes of the Student

The concept of the qualities of a professional teacher has changed over time: today, as a result of social and economic development, there are more and more features, skills, and knowledge that a good teacher needs in order to do their job and interact with the student. However, these qualities may vary depending on the age group the teacher is teaching and the subject they are teaching. Cultural differences also play a major role here. Generally speaking, the characteristics of a teacher’s professionalism can be divided into three groups: a teacher as a professional in their field is best described through their general pedagogical skills, subject matter knowledge, and personal qualities. The purpose of this study was to describe the students’ vision of a good handicraft teacher. A qualitative research strategy was chosen to conduct the study, and phenomenography was chosen from the research methods, because the purpose of this approach is to describe the experiences being studied, to analyse the descriptions, and to interpret them. Essay writing was chosen as the method of data collection. The sample consisted of fifteen-yearold students from three basic schools in one small town in Estonia. This age grade was chosen because they have had handicraft lessons for five years and are believed to have developed an understanding of the subject and what the teacher should be like. Eighty responses were received. When analysing the works, it was found that the students’ opinions regarding general pedagogical skills are the same as those of the previous surveys. However, the expectations of the handicraft teacher differ to some extent. According to the students, the task of the handicraft teacher is to create a free and reliable working environment that requires calmness, empathy, and instructional skills. A handicraft teacher should be a friend and an equal partner who can be trusted to seek advice and discuss life problems.