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Samspelet lärarstuderande-handledare: Den verksamhetsförlagda utbildningen
Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences. (Pedagogiskt arbete)
Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences. (Pedagogiskt arbete)
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences. (FontD)ORCID iD: 0000-0002-6859-1420
2011 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 16, no 2, 118-137 p.Article in journal (Refereed) Published
Abstract [en]

Hultman, Glenn, Jan Schoultz & Karin Stolpe: Student teachers and mentors: The practical part of teacher education. Pedagogisk Forskning i Sverige, Vol. 16, No. 2, pp. 120–139. Stockholm: ISSN 1401-6788

This study illuminates the interaction and linkage between the theoretical part of teacher education and the practical part, with a focus on what happens during the latter and how the student teacher makes meaning out of the process. We have looked at research reviews that focus on the Swedish and Scandinavian fields. Our particular interest involves the linkage (organizational linkages) between the university (the student) and the practical field (the school) and the research that says that newcomers are confronted with a new situation, which can lead to an element of surprise, which in turn leads to attempts to fit this into a meaningful whole (i.e. sense making). We use data from experienced teachers’ reflections on their own teacher education and the experience of their own practicum periods, as well as the impressions and reflections of student teachers as expressed in interviews and logged in their journals from their practicum periods. The results show that not only does an adaptation occur, but that there can also be innovative elements in the meaning- making process, in part through the ambitions a student teacher harbours from the theoretical part of the education, and in part through the divergence between one’s own experiences, those of the mentor, and examples of other teachers. The135 G. HULTMAN, J. SCHOULTZ OCH K. STOLPE

socialization that occurs can be described as a ‘situational apprenticeship’, which means that student teachers interact with the context and the pupils. This is what moulds them, becomes their ‘master’, resulting in a form of apprenticeship. Part of our conclusion is that we find the interaction between the student teacher and his/her mentor to be learning that contains elements of corrections and alternative interpretations.

Place, publisher, year, edition, pages
Göteborg: Stockholms universitets förlag, 2011. Vol. 16, no 2, 118-137 p.
Keyword [en]
teacher, education, mentors, field experiences, linking processes, aprenticeship, learning
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-72050OAI: oai:DiVA.org:liu-72050DiVA: diva2:456315
Projects
Lärandet i den verksamhetsförlagda delen av lärarutbildningen
Funder
Swedish Research Council
Available from: 2011-11-14 Created: 2011-11-14 Last updated: 2017-12-08Bibliographically approved

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Hultman, GlennSchoultz, JanStolpe, Karin

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