A1 Journal article (refereed)
Dialogic Tensions in Pre-Service Subject Teachers’ Identity Negotiations (2021)
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
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: 2021
Volume: 65
Issue number: 2
Pages range: 318-330
Publisher: Routledge, Taylor & Francis Group
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.1080/00313831.2019.1705895
Publication open access: Not open
Publication channel open access:
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
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2021
Preliminary JUFO rating: 2
