Dialogic Tensions in Pre-Service Subject Teachers’ Identity Negotiations
Arvaja, M., & Sarja, A. (2021). Dialogic Tensions in Pre-Service Subject Teachers’ Identity Negotiations. Scandinavian Journal of Educational Research, 65(2), 318-330. https://doi.org/10.1080/00313831.2019.1705895
Published in
Scandinavian Journal of Educational ResearchDate
2021Copyright
© 2020 Scandinavian Journal of Educational Research
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.
Publisher
Routledge, Taylor & Francis GroupISSN Search the Publication Forum
0031-3831Keywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/34011746
Metadata
Show full item recordCollections
License
Related items
Showing items with similar title or keywords.
-
Pre-service subject teachers’ personal teacher characterisations after the pedagogical studies
Arvaja, Maarit; Sarja, Anneli; Rönnberg, Paula (Routledge, 2022)This study explored how five pre-service subject teachers characterised themselves as teachers after completing their year-long pedagogical studies in a Finnish university. Our narrative analysis of the interview data ... -
"Work is different than school" : pre-service teachers' beliefs, preconceptions and concerns about teachers' work
Elomaa, Mailis (2017)This study aims to capture pre-service teachers’ beliefs, pre-conceptions and concerns about teachers’ work. In addition, it presents some explanations to teachers’ attitude change during first in-service year and bring ... -
Status versus nature of work : pre-service language teachers envisioning their future profession
Ruohotie-Lyhty, Maria; Pitkänen-Huhta, Anne (Routledge, Taylor & Francis, 2022)Considering the central role of identity in understanding teacher development, this paper addresses the ways in which pre-service language teachers envision their identities as future professionals. The paper is based on ... -
Finnish pre-service teachers’ identity development after a year of initial teacher education: Adding, transforming, and defending
Varis, Sotiria; Heikkilä, Mirva; Metsäpelto, Riitta-Leena; Mikkilä-Erdmann, Mirjamaija (Elsevier, 2023)Amidst the broad range of teacher competencies, professional beliefs and professional identity are two important domains of personal orientations that inform teacher quality. This study examines how pre-service teachers ... -
Pre-service teachers co-constructing narratives about the future of education
Lehtinen, Auli; Kostiainen, Emma; Martin, Anne; Näykki, Piia (Routledge, 2024)This study examined the kinds of narratives that nine pre-service teachers shared in online collaborative learning discussions about the future of education in relation to global megatrends, namely digitalisation and ...