Pre-service subject teachers' personal teacher characterisations after the pedagogical studies

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 characte...

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Bibliographic Details
Published inEuropean journal of teacher education Vol. 45; no. 5; pp. 653 - 669
Main Authors Arvaja, Maarit, Sarja, Anneli, Rönnberg, Paula
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 20.10.2022
Taylor & Francis Ltd
Subjects
Narrative analysis
Pedagogy
Power Structure
pre-service teacher identity
Preservice Teachers
Professional Identity
Psychological Patterns
Student Attitudes
Student Experience
Teacher Characteristics
Teacher Education
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Summary: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.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0261-9768
1469-5928
DOI:10.1080/02619768.2020.1860010