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Trajectories in teacher education: Recognising prior learning in practice
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0003-1194-9708
Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Arts and Sciences.
2009 (English)In: ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION, ISSN 1359-866X, Vol. 37, no 3, 271-282 p.Article in journal (Refereed) Published
Abstract [en]

This article analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The specific focus is what impact their prior experiences and learning from pre-school have on their trajectories, and how these experiences and learning are recognised in the first year of teacher education. A situated learning perspective is applied, with a focus on participation and trajectories in the two communities of practice in which teacher education is situated - the university and the pre-school. The data consist of transcribed interviews with ten student teachers, and additional data are gathered from stakeholders in the program. The results show that prior experiences and learning are given implicit and indirect recognition. In the practice of the pre-school, the trajectory means a shift in identity, from child minder to student teacher and pre-school teacher. In the practice of the university, prior experiences and learning help students in their trajectories from peripheral to fuller participation.

Place, publisher, year, edition, pages
2009. Vol. 37, no 3, 271-282 p.
Keyword [en]
communities of practice, identity, pre-school teacher education, recognition of prior learning, situated learning, trajectory
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-19804DOI: 10.1080/13598660903052274OAI: oai:DiVA.org:liu-19804DiVA: diva2:229193
Note
Author Posting. (c) ' Australian Teacher Education Association', 2009. This is the author's version of the work. It is posted here by permission of ' Australian Teacher Education Association ' for personal use, not for redistribution. The definitive version was published as: Per Andersson and Kristina Hellberg, Trajectories in teacher education: Recognising prior learning in practice, 2009, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION, (37), 3, 271-282. ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION is available online at informaworldTM: http://dx.doi.org/10.1080/13598660903052274 Taylor & Francis: http://www.tandf.co.uk/journals/default.asp Available from: 2009-08-25 Created: 2009-08-10 Last updated: 2014-10-08Bibliographically approved

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Andersson, PerHellberg, Kristina

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CiteExportLink to record
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