A1 Journal article (refereed)
Teaching is a Story Whose First Pages Matters : Four Type Narratives From The Beginning of a Teaching Career (2022)


Meriläinen, M., & Piispanen, M. (2022). Teaching is a Story Whose First Pages Matters : Four Type Narratives From The Beginning of a Teaching Career. lnternational Electronic Journal of Elementary Education, 15(1), 65-74. https://doi.org/10.26822/iejee.2022.279


JYU authors or editors


Publication details

All authors or editorsMeriläinen, Merja; Piispanen, Maarika

Journal or serieslnternational Electronic Journal of Elementary Education

ISSN1307-9298

eISSN1307-9298

Publication year2022

Publication date30/09/2022

Volume15

Issue number1

Pages range65-74

PublisherKURA Education & Publishing

Publication countryTurkey

Publication languageEnglish

DOIhttps://doi.org/10.26822/iejee.2022.279

Publication open accessOpenly available

Publication channel open accessOpen Access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/84332


Abstract

From a broad perspective, the entire time spent in teacher training can be characterized as a period of professional growth. Specific professional growth and development are realized when the students enter the advanced stage of master's studies to independently practise their profession in their own class of pupils. The uncertainty of a novice teacher and, on the other hand, the ‘burden of competence’ gained from teacher training make this induction phase very sensitive and critical, as all the competencies they have obtained during teacher training should culminate in this specific phase. The development of a student into an independent teacher is a growth story in which each person's identity, experiences of teaching, and the knowledge structures gained from teacher training determine how they experience their growth, how their multiple skills develop, and how their individual growth story evolves. In this study, we look at the writings of primary school teacher students who have just entered working life. In their writings, the students who are in the beginning of their teaching career highlight their experiences, critical points, decisive moments, meaningful experiences, and professional growth in different ways. What can we, as teaching practice supervisors, learn from our students’ experiences? What conditions and actions strengthen or destabilize the teacherhood of a newly graduated teacher? This study examines these questions through type narratives specific to narrative research by summarizing the students’ experiences in four different type narratives.


Keywordsteacher trainingprofessional developmentcompetenceprofessional identitydiverse knowhowteachersexperiences (knowledge)narrative analysis

Free keywordsstudent supervision; peer support; collegiality; professional growth; professional support


Contributing organizations


Ministry reportingYes

Reporting Year2022

JUFO rating1


Last updated on 2024-03-04 at 19:36