1. bookVolume 22 (2020): Edizione 1 (June 2020)
Dettagli della rivista
License
Formato
Rivista
eISSN
1691-5534
Prima pubblicazione
04 May 2009
Frequenza di pubblicazione
2 volte all'anno
Lingue
Inglese
access type Accesso libero

Establishing Sustainable Teacher Education with Weekly School Practice - Identifying Teacher Students’ Experiences of Didactic Dilemmas in the Swedish Primary School Classroom

Pubblicato online: 16 Jul 2020
Volume & Edizione: Volume 22 (2020) - Edizione 1 (June 2020)
Pagine: 37 - 48
Dettagli della rivista
License
Formato
Rivista
eISSN
1691-5534
Prima pubblicazione
04 May 2009
Frequenza di pubblicazione
2 volte all'anno
Lingue
Inglese
Abstract

Teachers face dilemmas of different kinds in their everyday practice. It is therefore essential that teacher students become aware of the dilemmas they will face in their future profession. By integrating school practice in teacher education programs, students apply theoretical knowledge to classroom situations. In a project at a Swedish university campus, the students worked as teacher candidates one day a week at different primary schools during their first semester. The purposes were to make the teacher education at the campus sustainable by attracting more students, limiting the number of dropouts and improving the quality in the education. In the present study, it is of interest to identify the didactic dilemmas teacher students experience in classrooms with 6 to 12 year-olds. By analysing the students’ written reports, the results indicate that the students’ identified dilemmas relate to classroom management, the lesson content and the establishing of relationships with the children.

Keywords

Almqvist, J., Hamza, K., & Olin, A. (Eds.) (2018). Unders^ka och utveckla undervisning - professionell utveckling av lärare [Investigate and develop teaching - professional development of teachers]. Lund: Studentlitteratur.Search in Google Scholar

Aultman, L. P., Williams-Johnson, M. R., & Schutz, P. A. (2009). Boundary dilemmas in teacher-student relationships: Struggling with “the line”. Teaching and Teacher Education, 25(5), 636-646. doi: 10.1016/j.tate.2008.10.00210.1016/j.tate.2008.10.002Search in Google Scholar

Bardel, C., Erickson, G., & Österberg, R. (2019). Learning, teaching and assessment of second foreign languages in Swedish lower secondary school - dilemmas and prospects. Apples - Journal of Applied Language Studies, 13(1), 7-26. doi: 10.17011/apples/urn.20190301168710.17011/apples/urn.201903011687Search in Google Scholar

Bronäs A., & Runebou, N. (2010). ƒmnesdidaktik [Subject didactics]. Stockholm: Norstedts.Search in Google Scholar

Davies, M., & Heyward, P. (2019). Between a hard place and a hard place: A study of ethical dilemmas experienced by student teachers while on practicum. British Educational Research Journal, 45(2), 372-387. doi: 10.1002/berj.350510.1002/berj.3505Search in Google Scholar

Deng, L., Zhu, G., Li, G., Xu, Z., Rutter, A., & Rivera, H. (2018). Student teachersí emotions, dilemmas, and professional identity formation amid the teaching practicums. The Asia-Pacific Education Researcher, 27(6), 441-453. doi: 10.1007/s40299-018-0404-310.1007/s40299-018-0404-3Search in Google Scholar

Dimenäs, J., & Alexandersson, M. (2012). Crossing disciplinary borders: Perspectives on learning about sustainable development. Journal of Teacher Education for Sustainability, 14(1), 5-19. doi: https://doi.org/10.2478/v10099-012-0001-010.2478/v10099-012-0001-0Search in Google Scholar

Fedosejeva, J., Boče, A., Romanova, M., Iliško, Dz., & Ivanova, O. (2018). Education for sustainable development: The choice of pedagogical approaches and methods for the implementation of pedagogical tasks in the Anthropocene age. Journal of Teacher Education for Sustainability, 20(1), 157-179. https://doi.org/10.2478/jtes-2018-001010.2478/jtes-2018-0010Search in Google Scholar

Flett, J. D., & Wallace, J. (2005). Change dilemmas for curriculum leaders: Dealing with mandated change in schools. Journal of Curriculum & Supervision, 20(3), 188-213.Search in Google Scholar

Gauthier, R.-F. (2016). Ce que l’école enseigne en commun: enjeux et difficultés d’un thème politique majeur. Revue internationale d’éducation de Sèvres [What school in common teaches: Challenges and difficulties in a major political debate]. International Review of Education of Sèvres, 73, 39-46. https://doi:10.4000/ries.559310.4000/ries.5593Search in Google Scholar

Geng, G., Midford, R., & Buckworth, J. (2015). Investigating the stress levels of early childhood, primary and secondary pre-service teachers during teaching practicum. Journal of Teacher Education for Sustainability, 17(1), 35-47. doi: https://doi.org/10.1515/jtes-2015-000310.1515/jtes-2015-0003Search in Google Scholar

Ghorbani, S., Jafari, S. E. M., & Sharifian, F. (2018). Learning to be: Teachers’ competences and practical solutions: A step towards sustainable development. Journal of Teacher Education for Sustainability, 20(1), 20-45. doi: 10.2478/jtes-2018-000210.2478/jtes-2018-0002Search in Google Scholar

Hopmann, S. (1999). Wolfgang Klafki och den tyska didaktiken [Wolfgang Klafki and the German didactics]. In (Ed.), Didaktik: teori, reflection och praktik [Didactics: Theory, reflection and practice]. Lund: Studentlitteratur.Search in Google Scholar

Illeris, K. (2017). How we learn - learning and non-learning in school and beyond (2nd ed.). London: Routledge.Search in Google Scholar

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.10.1017/CBO9780511815355Search in Google Scholar

Pareja Roblin, N., & Margalef, L. (2013). Learning from dilemmas: Teacher professional development through collaborative action and reflection. Teachers and Teaching, 19(1), 18-32. doi: 10.1080/13540602.2013.74419610.1080/13540602.2013.744196Search in Google Scholar

Rydberg, C. (2018). Didaktiska dilemman i undervisning utifrån samhällsdilemman [Didactic dilemmas in teaching with the perspective of societal dilemmas]. Licentiate Thesis, Malmö universitet.Search in Google Scholar

Salīte, I. (2015). Searching for sustainability in teacher education and educational research: Experiences from the Baltic and Black Sea Circle Consortium for educational research. Discourse and Communication for Sustainable Education, 6(1), 21-29.10.1515/dcse-2015-0002Search in Google Scholar

Schoenfeld, A. H. (2012). Problematizing the didactic triangle. ZDM, 44(5), 587-599. doi: 10.1007/s11858-012-0395-010.1007/s11858-012-0395-0Search in Google Scholar

Shapira-Lishchinsky, O. (2011). Teachersí critical incidents: Ethical dilemmas in teaching practice. Teaching and Teacher Education, 27(3), 648-656. doi:10.1016/j.tate. 2010.11.003Search in Google Scholar

Stasulane, A. (2017). Factors determining children and young people’s well-being at school. Journal of Teacher Education for Sustainability, 19(2), 165-179. doi: 10.1515/jtes-2017-002110.1515/jtes-2017-0021Search in Google Scholar

Tichá, M., & Hošpesová, A. (2013). Developing teachers’ subject didactic competence through problem posing. Educational Studies in Mathematics, 83(1), 133-143. doi: 10.1007/s10649-012-9455-110.1007/s10649-012-9455-1Search in Google Scholar

Wenger, E., Fenton-O’Creevy, M., Hutchinson, S., Kubiak, C., & Wenger-Trayner, B. (2015). Learning in landscapes of practice: Boundaries, identity, and knowledge-ability in practice-based learning. Abingdon: Routledge.Search in Google Scholar

Winchester, I. (2009). Educational dilemmas. The Journal of Educational Thought, 43(2), 89-91.Search in Google Scholar

Articoli consigliati da Trend MD

Pianifica la tua conferenza remota con Sciendo