dc.contributor.author | Halvorsen, Kirsti Vindal | |
dc.date.accessioned | 2014-12-15T10:56:55Z | |
dc.date.available | 2014-12-15T10:56:55Z | |
dc.date.issued | 2014-02 | eng |
dc.identifier.issn | 2162-6952 | |
dc.identifier.uri | https://hdl.handle.net/1956/8929 | |
dc.description.abstract | This paper explores the process of identity building among novice student teachers enrolled in a newly established partnership project embedded in a four-year Norwegian teacher education program. The empirical evidence in the study is drawn from a case study where interviews were the main method of gathering data. The analysis of narratives from the interviews is premised on multiple perspectives. The findings are presented as a reconstructed story with a plot in which the novice student teachers are the chief protagonists. The study illuminates both catalysts and inhibitors of student teachers´ identity building in the caring contexts of teaching practice and threatening contexts of theory, and in more play-like contexts bridging theory and practice. It indicates that the theoretical part of the teacher education program may give rise to a theory shock among novice student teachers that appears to have been in the shadow of the well-documented practice shock. | en_US |
dc.language.iso | eng | eng |
dc.publisher | Macrothink Institute | eng |
dc.relation.ispartof | <a href="http://hdl.handle.net/1956/8928" target="blank">Partnerskap i lærerutdanning, sett fra et økologisk perspektiv</a> | eng |
dc.rights | Attribution CC BY | eng |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/ | eng |
dc.subject | Identities | eng |
dc.subject | Contexts | eng |
dc.subject | Student teachers | eng |
dc.subject | Partnership | eng |
dc.subject | Teacher education | eng |
dc.title | Building Teacher Identity in a New Partnership Project, - Multiple Perspectives | eng |
dc.type | Peer reviewed | |
dc.type | Journal article | |
dc.description.version | publishedVersion | |
dc.rights.holder | Copyright the Author. This work is licensed under a Creative Commons Attribution 3.0 License. | |
dc.identifier.doi | https://doi.org/10.5296/jse.v4i1.4655 | |
dc.identifier.cristin | 1116118 | |
dc.source.journal | Journal of Studies in Education | |
dc.source.40 | 4 | |
dc.source.14 | 1 | |