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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.
|Journal||Teaching and Teacher Education: An International Journal of Research and Studies|
|Number of pages||10|
|Publication status||Published - 1 Feb 2023|
- professional didactics
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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 → …