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Teacher Students’ Experienced Challenges in the Beginning of Their Education
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
2019 (engelsk)Inngår i: Journal of Education, ISSN 0022-0574, Vol. 199, nr 1, s. 3-12Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article explores Swedish students’ perspectives on being new to teacher education and what challenges they meet. Nineteen students were interviewed in three focus groups. The analytical framework draws on the theory of situated learning and the concept of enculturation, and the empirical data have been categorized through a thematic content analysis, which revealed two qualitatively different categories of challenges: as academic student, and as trainee teacher. Conclusively, the study shows how the education can support or obstruct the enculturation into the educational practices. Conceiving such hinders can facilitate the students’ understanding of both the studies and their future profession.

sted, utgiver, år, opplag, sider
2019. Vol. 199, nr 1, s. 3-12
Emneord [en]
teacher education, teacher students, challenges, enculturation, higher education
HSV kategori
Forskningsprogram
pedagogik
Identifikatorer
URN: urn:nbn:se:su:diva-166966DOI: 10.1177/0022057419834913OAI: oai:DiVA.org:su-166966DiVA, id: diva2:1295266
Tilgjengelig fra: 2019-03-11 Laget: 2019-03-11 Sist oppdatert: 2019-07-14bibliografisk kontrollert

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