Transformative Way of Becoming a Teacher : A Phenomenological-Hermeneutic Analysis of Class Teacher Education in Finland
Matikainen, M. (2024). Transformative Way of Becoming a Teacher : A Phenomenological-Hermeneutic Analysis of Class Teacher Education in Finland. Journal of Transformative Education, OnlineFirst. https://doi.org/10.1177/15413446241255912
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Journal of Transformative EducationAuthors
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2024Copyright
© 2024 the Authors
Transformative learning in teacher education qualitatively changes future teachers’meaning systems of learning, teaching, and education. In this study, I exploredtransformative learning in Finnish class teacher education. Data were collected byobserving student teachers over two academic years. Data also contains writings thatstudent teachers produced during that period. A phenomenological analysis focused onthe general characteristics ofthe transformative way of becoming a teacherand identified aprocess consisting of four phases: starting point, crack, ambivalence, and transfor-mation. A hermeneutic analysis was used to interpret how the process occurred inpractice. The results suggest a long and ambivalent process, which challenges edu-cational policy discourses that emphasize efficiency and speed.
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SAGE PublicationsISSN Search the Publication Forum
1541-3446Keywords
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https://converis.jyu.fi/converis/portal/detail/Publication/216119332
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The author(s) received no financial support for the research, authorship, and/or publication of this article.License
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