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Gör det någon skillnad? Universitetslärares erfarenheter av en verksamhetsintegrerad lärarutbildning
Linnéuniversitetet.
Linnéuniversitetet.
2018 (svensk)Inngår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, nr 2, s. 25-40Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this article, some initial findings from a research project where the practice/theory relationship and collaboration between schools and universities in teacher education are studied. The purpose of the study is to highlight possible effects of a work-integrated teacher education. The empirical base are eight interviews where university teachers describe how the increased time spent in schools might influence student teachers´ performances in university courses. Are any dimensions of teacher competence developed? The answers from the university teachers are first categorized into three themes, namely knowledge of subject didactics, connections theory/practice and practice/practice and finally in relation to the student teachers as legitimate participants.The themes are thereafter related to the concepts of spectator-knowledge and participant-knowledge and to Biestas (2012) concepts: qualification, subjectification and socialization. In conclusion, findings indicate that the “work integrated profile” have potential to balance these purposes of education.

sted, utgiver, år, opplag, sider
Falun: Högskolan Dalarna, 2018. Vol. 12, nr 2, s. 25-40
Emneord [en]
teacher education, work integrated learning, theory and practice
HSV kategori
Identifikatorer
URN: urn:nbn:se:du-29635OAI: oai:DiVA.org:du-29635DiVA, id: diva2:1294629
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Utbildning och lärande. Tidskrift

Tilgjengelig fra: 2019-03-08 Laget: 2019-03-08 Sist oppdatert: 2019-03-08bibliografisk kontrollert

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