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"Nearly graduated" student teachers and "newly graduated" teachers: Responsibility, collaboration and learning in relation to teacher education and professional work as a teacher
Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.ORCID iD: 0000-0002-7117-5620
Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.ORCID iD: 0000-0001-5066-8728
2008 (English)In: The European Conference on Educational Research,2008, 2008Conference paper, Published paper (Refereed)
Abstract [en]

The aim of this paper is to assess how student teachers and new teachers, view their educational programme and the professional work as a teacher with special regard to learning, responsibility and collaboration. The results reflect differences in the dominating pattern between the two groups of how some of the crucial aspects of a professional teacher role are perceived. The results varied from a vague and unarticulated view of the concepts, to a multi-dimensional understanding of their relevance for the teacher role. Two overarching ways of contextualising the concepts are discernible; educational context orientation and work life context orientation.

Place, publisher, year, edition, pages
2008.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-42839Local ID: 69240OAI: oai:DiVA.org:liu-42839DiVA: diva2:263696
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2016-08-31

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Hammar Chiriac, EvaAbrandt Dahlgren, Madeleine

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