Dialogic Tensions in Pre-Service Subject Teachers’ Identity Negotiations
| Autor: | Maarit Arvaja, Anneli Sarja |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Teaching method
Discourse analysis media_common.quotation_subject Subject (philosophy) Identity (social science) ammatti-identiteetti Education dialogisuus diskurssi Pedagogy identiteetti 0501 psychology and cognitive sciences opettajankoulutus teacher education media_common Dialogic dialogical approach 05 social sciences voice 050301 education opettajat Teacher education Negotiation positioning Attitude change pre-service teacher identity 0503 education 050104 developmental & child psychology |
| Zdroj: | Scandinavian Journal of Educational Research. 65:318-330 |
| ISSN: | 1470-1170 0031-3831 |
| DOI: | 10.1080/00313831.2019.1705895 |
| Popis: | 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. peerReviewed |
| Databáze: | OpenAIRE |
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