Positionings in an Immature Triad in Teacher Education

Autor/inn/en	Klemp, Torunn; Nilssen, Vivi
Titel	Positionings in an Immature Triad in Teacher Education
Quelle	In: European Journal of Teacher Education, 40 (2017) 2, S.257-270 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1282456
Schlagwörter	Teacher Education; Student Teacher Attitudes; Student Teachers; Student Teaching; Foreign Countries; Mentors; College Faculty; Faculty Development; Semi Structured Interviews; Qualitative Research; Norway + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Ausland; Fakultät; Qualitative Forschung; Norwegen
Abstract	This article presents and discusses experiences from an intervention project in Norwegian teacher education focusing on a triadic collaboration between student teachers, mentors and lecturers. The aim of the project was to establish a written, digital meeting place supporting the student teachers' professional development. The question explored in this article is why some of the members in the triad virtually disappeared, and thus why the established digital meeting place collapsed. The findings are discussed through the lenses of positioning theory. Although the members positioned themselves differently, we identified three common traits in their stories: enhanced competition, preference of theory-informed writing, role confusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01