This paper explores teachers’ pedagogical thinking and practice in small schools, and develops an existential understanding considering the conditions of littleness and small-scaledness in educational contexts. Teachers’ professional identity is developed in concordance with the environment and is connected to personal and professional values, which can, however, vary over time (Day, Eliot & Kington 2005; Fessler 1995; Kelchtermans 2005; Kelchtermans & Vandenberghe 1994). Previous research indicates that the culture of a small school is a school culture of its own (Bell & Sigsworth 1987; Kalaoja 1988; Kalaoja & Pietarinen 2001). This study (Karlberg-Granlund 2009) additionally indicates that a small school teacher can be described as possessing his or her own professional culture, professional identity and professionalism. Nevertheless, the fact that the same teacher is responsible for the pupils for a long time period and that there are only a few teachers in a small school, produces a situation of vulnerability. It is a paradox that this vulnerability can turn into strength, when it is recognized. Through a meta-analysis of the narratives of twelve village school teachers in Finland, workplace related tensions of small school contexts are uncovered. Although the study focuses on some of the smallest of the small schools, namely village schools with less than 30 pupils, issues of wider interest are actualized, that are calling for more research and interdisciplinary approaches.

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