Pre-service subject teachers’ personal teacher characterisations after the pedagogical studies
Datos Bibliográficos
| ID | 21496471 |
|---|---|
| Autores | Maarit Arvaja (0000-0003-3894-8385, Finnish Institute for Educational Research, University of Jyväskylä, Jyväskylä, Finland, autor de correspondencia), Anneli Sarja (0000-0002-5211-9017, Finnish Institute for Educational Research, University of Jyväskylä, Jyväskylä, Finland), Paula Rönnberg (University of Jyväskylä) |
| Año | 2022 |
| Volumen | 45 |
| Número | 5 |
| Páginas | 653-669 |
| Fecha de publicación | 2022-10-20 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | European Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2020.1860010 |
| OpenAlex | W3116474873 |
| Idioma | EN |
| Citas recibidas | 9 |
| Referencias citadas | 29 |
This study explored how five pre-service subject teachers characterised themselves as teachers after completing their year-long pedagogical studies in a Finnish university. Our narrative analysis of the interview data showed that the students shared a social representation of a past teacher characterised by wide power and emotional distance between pupils and the teacher. The students differentiated themselves from this kind of teacher character, and rather positioned themselves as interactive and caring educators identifying with their own ideal teachers as well as meaningful learning experiences in the pedagogical studies. Consequently, the study showed that engaging pre-service subject teachers in critical dialogue and reflection helps them to avoid static categorisations of ‘the teacher’ and to become authors of their own teachership
Mathematics education · Narrative · Pedagogy · Social studies · Teacher education · Computer Science · Educator Training and Historical Pedagogy · Psychology · Social Representations and Identity · Teacher Education and Leadership Studies
Teacher professional identity and the nature of technology integration
Views on Mathematics Education
High-quality practicum – according to teacher education students on their practicum at partnership schools
Finnish pre-service primary and science teachers’ motivations to enrol into teacher education and their perceptions of teaching
Pre-service teachers co-constructing narratives about the future of education
Expectations, disillusionment and wishes
The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in‐service EFL teachers' technology adoption
Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality
Pre‐Service Teachers’ Technology Integration in Pronunciation Instruction
On Becoming a Critically Reflexive Practitioner
The Construction and Reconstruction of a Dialogical Self
Realities and relationships
Social representations of teachership based on students’ and teachers’ drawings of a typical teacher
Acting as accountable authors
Building teacher identity through the process of positioning
Meaningful learning in teacher education
Becoming a teacher
Supporting presence in teacher education
Contexts which shape and reshape new teachers’ identities
A dialogical approach to conceptualizing teacher identity
Getting recognised
Professional agency in the stream of change
Reconsidering research on teachers’ professional identity
An enabling framework for reflexive learning
Chapter 3
The concept of experiential learning and John Dewey's theory of reflective thought and action
In search of the essence of a good teacher
Criteria for assessing the trustworthiness of naturalistic inquiries
A qualitative method for analysing multivoicedness
| Obras citantes distintas | 9 |
|---|---|
| Citas por año | 1,8 |
| Intervalo de citas | 2021 - 2025 (5) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 9 |