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Resumé Studiet undersøger oplevelsen af overgangen mellem uddannelse og praksis i lærerprofessionen. Gennem otte semistrukturerede interviews med nyuddannede lærere og 4. års lærerstuderende afdækkes centrale temaer i overgangen. Deltagerne giver udtryk for, at uddannelse fungerer som en teoretisk værktøjskasse, men at overførslen af teori til praksis er udfordrende. Især klasserumsledelse opleves som svært at applicere på baggrund af den store grad af situeret viden i klasserummet. Centrale fund peger på, at fælles refleksion og erfaringsudveksling med fagfæller skaber relevant kompetenceudvikling, som kan støtte overgangen. Skolerne lægger hertil vægt på co-teaching, men den anvendes i praksis uden tilstrækkeligt refleksivt udbytte. Der opfordres til en stærkere integration af nye perspektiver i overgangen for at facilitere en bedre start ind i professionen. Denne integration kræver, at praktiklærere og kollegaer i praksis er i stand til at facilitere en fælles refleksiv praksis, hvor forståelser og handling kvalificeres med afsæt i teori og praksis. Abstract The study examines the experience of transitioning between education and practice within the teaching profession. Through eight semi-structured interviews with newly graduated teachers and fourth year teacher, central themes of the transition are uncovered. The analysis indicates that teacher education serves as a theoretical toolbox, but the transfer of theory into practice proves to be challenging. Particularly classroom management is perceived as difficult to implement due to the situated nature of classroom practices. Key findings suggest that joint reflection and exchanging experiences with peers foster professional development. Schools emphasize co-teaching; however, in practice, it is often utilized without reflective outcomes. A stronger integration of new perspectives during the transition is encouraged to facilitate a smoother entry into the profession. This integration requires that mentor teachers and colleagues in practice can facilitate a shared reflective practice, where conceptualisations and actions are qualified based on both theory and practice. |
