A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
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-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Arvaja, Maarit; Sarja, Anneli
Lehti tai sarja: Scandinavian Journal of Educational Research
ISSN: 0031-3831
eISSN: 1470-1170
Julkaisuvuosi: 2021
Volyymi: 65
Lehden numero: 2
Artikkelin sivunumerot: 318-330
Kustantaja: Routledge, Taylor & Francis Group
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1080/00313831.2019.1705895
Julkaisun avoin saatavuus: Ei avoin
Julkaisukanavan avoin saatavuus:
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/67943
Tiivistelmä
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.
YSO-asiasanat: opettajat; opettajankoulutus; identiteetti; ammatti-identiteetti; dialogisuus; diskurssi
Vapaat asiasanat: dialogical approach; positioning; pre-service teacher identity; teacher education; voice
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2021
JUFO-taso: 2