Dialogic Tensions in Pre-Service Subject Teachers' Identity Negotiations

Autor/inn/en	Arvaja, Maarit; Sarja, Anneli
Titel	Dialogic Tensions in Pre-Service Subject Teachers' Identity Negotiations
Quelle	In: Scandinavian Journal of Educational Research, 65 (2021) 2, S.318-330 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arvaja, Maarit) ORCID (Sarja, Anneli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2019.1705895
Schlagwörter	Preservice Teachers; Professional Identity; Discourse Analysis; Teaching Methods; Teacher Education Programs; Dialogs (Language); Student Attitudes; Masters Programs; History Instruction; Biology; Language Teachers; Mathematics Instruction; Science Instruction; Foreign Countries; Attitude Change; Finland + Suchen Sie Ihr Suchwort? Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Schülerverhalten; Magister course; Magisterstudiengang; History lessons; Geschichtsunterricht; Biologie; Language teacher; Sprachunterricht; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Attitudinal change; Einstellungsänderung; Finnland
Abstract	This study explores how five pre-service subject teachers from different disciplines made sense of and characterized their teacher identity after completing their yearlong pedagogical studies. Leaning on the Bakhtinian dialogical approach and socio-culturally oriented discourse analysis, we examine how the students negotiated multiple voices in their narratives (interviews) and how they positioned themselves in relation to these voices. In the students' identity negotiation, the Discourse based on participatory pedagogy and education responsibility contradicted with the Discourse of traditional pedagogy that the students had as a cultural resource from their own youth. These different Discourses collided with each other and were tested and reflected in an internal dialogue. Through this process, the students negotiated their prospective subject teacher identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01