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  • 1.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Learning for professional life: Student teachers’ and graduated teachers’views of learning, responsibility and collaboration2009In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 25, no 8, p. 991-999Article in journal (Refereed)
    Abstract [en]

    The focus of this study is on how final-semester students and newly-graduated teachers experience theformal objectives of teacher education, with a particular view of the concepts of learning, responsibilityand collaboration. The ways of experiencing these concepts varied from conceptions in which only onedimension is discerned from in the student teachers group to conceptions in which several dimensions ofthe phenomena are discerned in the graduate teachers group.

  • 2.
    Andersson, Kristina
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Hussénius, Anita
    Högskolan i Gävle.
    Gustafsson, Christina
    Högskolan i Gävle.
    Gender theory as a tool for analyzing science teaching2009In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 25, no 2, p. 336-343Article in journal (Refereed)
    Abstract [en]

    This study examines to what extent experienced teachers are aware of gender issues in the science classroom. It also explores how an introduction to gender theory might alter this awareness. Teachers wrote their reflections about a real classroom situation. They were then asked to analyse the same situation after having read texts that discussed gender theory concepts. The fourteen teachers’ understanding about gender and society were challenged. Some teachers were able to analyse the case differently by applying gender theory, others discussed the case on a more general level, while one teacher showed signs of resistance regarding gender theory.

  • 3.
    Colliander, Helena
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The experienced newcomer - The (trans)forming of professional teacher identity in a new landscape of practices2018In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 69, p. 168-176Article in journal (Refereed)
    Abstract [en]

    n/a

    The full text will be freely available from 2020-10-23 16:41
  • 4.
    Colnerud, Gunnel
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Essay review. Moral dimensions of teaching2003In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 19, p. 559-561Article in journal (Other academic)
  • 5.
    Colnerud, Gunnel
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Ethical conflicts in teaching1997In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 13, no 6, p. 627-636Article in journal (Refereed)
  • 6. Franke, A.
    et al.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Conceptions of mentoring. An empirical study of mentors' and student teachers' conceptions of mentoring.1996In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 12, no 6, p. 627-641Article in journal (Refereed)
  • 7.
    Lindqvist, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Weurlander, Maria
    Karolinska Institute, CLINTEC, SE-141 86 Stockholm, Sweden; KTH Royal Institute of Technology, Sweden.
    Wernerson, Annika
    Karolinska Institute, CLINTEC, SE-141 86 Stockholm, Sweden.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations2017In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 64, p. 270-279Article in journal (Refereed)
    Abstract [en]

    Student teachers face various difficult situations during their teacher education. The aim of this study was to examine how student teachers perceive coping with distressful situations during their teacher training. Focus groups and individual interviews were conducted. The results show that student teachers feel professionally inadequate, characterized by powerlessness, limited means of action and uncertainty. In resolving professional inadequacy, they use concepts connected to the social process of becoming teachers: modifying professional ideals, dependence on future colleagues and continuing to build experience. These concepts lead to acceptance and postponing strategies for learning from distressful situations.

    The full text will be freely available from 2020-03-06 16:24
  • 8.
    Löfgren, Håkan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Karlsson, Marie
    Department of Education, Uppsala University, Sweden.
    Emotional aspects of teacher collegiality: A narrative approach2016In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 60, p. 270-280Article in journal (Refereed)
    Abstract [en]

    This paper studies emotions as an important aspect of teacher collegiality. It aims to investigate emotionally charged aspects of teacher collegiality in teachers' stories about colleagues in order to problematize a polarized understanding within this field of research into collegiality as either good or bad. The positioning of teachers in the stories draws on culturally available narratives of teacher's responsibility to: foster and care for students and to engage in the subject they teach. Findings argue for an understanding of teacher collegiality as processes of conflict and consensus that impact on teachers' professional work and development.

  • 9.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    The lack of professional knowledge in values education2008In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 24, no 7, p. 1791-1798Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to investigate teachers' perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13 teachers have been conducted and analysed by a comparative analysis. According to their view, values education is (a) most often reactive and unplanned, (b) embedded in everyday school life with a focus on students' everyday behaviour in school, and (c) partly or mostly unconsciously performed. Furthermore, professional knowledge appears to be missing in the domain of values education among these teachers. © 2008 Elsevier Ltd. All rights reserved.

  • 10.
    Thornberg, Robert
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Oğuz, Ebru
    Mimar Sinan Fine Arts University, Department of Educational Science, Istanbul, Turkey.
    Moral and citizenship educational goals in values education: A cross-cultural study of Swedish and Turkish student teachers' preferences2016In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 55, p. 110-121Article in journal (Refereed)
    Abstract [en]

    The aim of the present study was to examine Swedish and Turkish student teachers' moral educational and citizenship educational goal preferences in values education. The participants were 198 Swedish and 190 Turkish student teachers. While Turkish student teachers seemed to be more morally committed and eclectic than Swedish student teachers, hypothesized gender differences could only be found in the Swedish sample. Whereas there was no difference in their commitment towards critical-progressive goals, Turkish student teachers expressed a stronger commitment to traditional-conservative goals than Swedish student teachers.

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