Publikation: Changes in sensed dis/continuity in the development of student teachers throughout teacher education
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2018
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European Journal of Teacher Education. 2018, 41(3), pp. 282-300. ISSN 0261-9768. eISSN 1469-5928. Available under: doi: 10.1080/02619768.2018.1448782
Zusammenfassung
Initiatives aimed at supporting student teachers for entering and staying in the teaching profession require a better understanding of the nature of student teachers’ development as it unfolds during teacher education. Accordingly, we focused on changes in the extent to which student teachers perceive and expect dis/continuity in their development during the programme. The design of the study included 25 authentic supervision dialogues/conversations, enabling the analysis of development within and across six student teachers’ developmental trajectories. Findings showed that student teachers’ initial sense of dis/continuity is not necessarily predictive of progress and (un)successful completion of teacher education. Furthermore, sensed dis/continuity varies differently over time in student teachers, both in terms of when it changes as well as in terms of with what types of past perceptions and future expectations these changes occur.
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Fachgebiet (DDC)
300 Sozialwissenschaften, Soziologie
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Student teachers’ development, teacher education, sensed dis/continuity
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VAN RIJSWIJK, Martine M., Larike H. BRONKHORST, Sanne F. AKKERMAN, Jan VAN TARTWIJK, 2018. Changes in sensed dis/continuity in the development of student teachers throughout teacher education. In: European Journal of Teacher Education. 2018, 41(3), pp. 282-300. ISSN 0261-9768. eISSN 1469-5928. Available under: doi: 10.1080/02619768.2018.1448782BibTex
@article{vanRijswijk2018-05-27Chang-44453,
year={2018},
doi={10.1080/02619768.2018.1448782},
title={Changes in sensed dis/continuity in the development of student teachers throughout teacher education},
number={3},
volume={41},
issn={0261-9768},
journal={European Journal of Teacher Education},
pages={282--300},
author={van Rijswijk, Martine M. and Bronkhorst, Larike H. and Akkerman, Sanne F. and van Tartwijk, Jan}
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<dcterms:abstract xml:lang="eng">Initiatives aimed at supporting student teachers for entering and staying in the teaching profession require a better understanding of the nature of student teachers’ development as it unfolds during teacher education. Accordingly, we focused on changes in the extent to which student teachers perceive and expect dis/continuity in their development during the programme. The design of the study included 25 authentic supervision dialogues/conversations, enabling the analysis of development within and across six student teachers’ developmental trajectories. Findings showed that student teachers’ initial sense of dis/continuity is not necessarily predictive of progress and (un)successful completion of teacher education. Furthermore, sensed dis/continuity varies differently over time in student teachers, both in terms of when it changes as well as in terms of with what types of past perceptions and future expectations these changes occur.</dcterms:abstract>
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