A1 Journal article (refereed)
Dialogic Tensions in Pre-Service Subject Teachers’ Identity Negotiations (2020)

Arvaja, Maarit; Sarja, Anneli (2020). Dialogic Tensions in Pre-Service Subject Teachers’ Identity Negotiations. Scandinavian Journal of Educational Research. DOI: 10.1080/00313831.2019.1705895

JYU authors or editors

Publication details

All authors or editors: Arvaja, Maarit; Sarja, Anneli

Journal or series: Scandinavian Journal of Educational Research

ISSN: 0031-3831

eISSN: 1470-1170

Publication year: 2020

Publisher: Routledge, Taylor & Francis Group

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/00313831.2019.1705895

Open Access: Publication channel is not openly available

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/67943

Abstract

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.

Keywords: teachers; teacher training; identity (mental objects); professional identity; dialogicality; discourse

Free keywords: dialogical approach; positioning; pre-service teacher identity; teacher education; voice

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Ministry reporting: No, publication in press

Preliminary JUFO rating: 2