Publikation: Supervision Dialogues in Teacher Education : Balancing Dis/continuities of the Vocational Self-Concept
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2018
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SCHUTZ, Paul A., ed. and others. Research on Teacher Identity : Mapping Challenges and Innovations. Cham: Springer, 2018, pp. 97-107. ISBN 978-3-319-93835-6. Available under: doi: 10.1007/978-3-319-93836-3_9
Zusammenfassung
Teacher educators and student teachers are increasingly expected to reflect together on the student teachers’ image of self as a teacher. To better understand how to deal with occurring tensions, we studied 42 supervision dialogues, audiotaped in a 1-year, post-master, teacher education program. We analyzed in what way student teachers and teacher educators explored both sensed continuity and sensed discontinuity when they discussed development as a teacher. We identified three types of processes in which student teachers and teacher educators outweighed issues of discontinuity: (a) balancing with time, or accentuating specific perceptions of the past in relation to expectations of the future, or vice versa; (b) balancing with content, or elaborating on other self-attributes; and (c) balancing with salience, exploring the relative worth of self-attributes and/or intentions. The results support student teachers and teacher educators in explicitly discussing sense making patterns in the context of teacher education.
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300 Sozialwissenschaften, Soziologie
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Vocational self-concept; Sense making; Dis/continuity; Teacher education; Supervision dialogues
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VAN RIJSWIJK, Martine M., Larike H. BRONKHORST, Sanne F. AKKERMAN, Jan VAN TARTWIJK, 2018. Supervision Dialogues in Teacher Education : Balancing Dis/continuities of the Vocational Self-Concept. In: SCHUTZ, Paul A., ed. and others. Research on Teacher Identity : Mapping Challenges and Innovations. Cham: Springer, 2018, pp. 97-107. ISBN 978-3-319-93835-6. Available under: doi: 10.1007/978-3-319-93836-3_9BibTex
@incollection{vanRijswijk2018Super-44454,
year={2018},
doi={10.1007/978-3-319-93836-3_9},
title={Supervision Dialogues in Teacher Education : Balancing Dis/continuities of the Vocational Self-Concept},
isbn={978-3-319-93835-6},
publisher={Springer},
address={Cham},
booktitle={Research on Teacher Identity : Mapping Challenges and Innovations},
pages={97--107},
editor={Schutz, Paul A.},
author={van Rijswijk, Martine M. and Bronkhorst, Larike H. and Akkerman, Sanne F. and van Tartwijk, Jan}
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