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Abstract
This study explores student teachers’ development of professional identity in two teacher education programmes in Sweden and Denmark. Interviews were conducted with ten students in a comparative case study. Data were analysed by employing conceptual approaches of hermeneutic phenomenology and identity trajectories. The results indicate that student teachers attribute professional identity development to teacher education to a limited extent. Despite the different organization of Danish and Swedish teacher education, informants from both settings interpret the qualities of a good teacher mostly through personal beliefs and previous experiences, and refer to ethnicity, social segregation, and discrimination in characterizing themselves as teachers.
Originalsprog | Engelsk |
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Artikelnummer | 103958 |
Tidsskrift | Teaching and Teacher Education: An International Journal of Research and Studies |
Vol/bind | 122 |
Sider (fra-til) | 1-10 |
Antal sider | 10 |
ISSN | 0742-051X |
DOI | |
Status | Udgivet - 1 feb. 2023 |
Emneord
- professionsdidaktik
Fingeraftryk
Dyk ned i forskningsemnerne om '“When you get out there, you don't have a toolbox”. A comparative study of student teacher's identity development in Swedish and Danish teacher education'. Sammen danner de et unikt fingeraftryk.Projekter
- 1 Igangværende
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Becoming a teacher: A longitudinal study of teacher identity development in Sweden and Denmark
Rinne, I., Lundqvist, U., Johannsen, B. F. & Yildirim, A.
01/08/19 → …
Projekter: Projekt › Forskning