Search results for: Rasku-Puttonen Helena
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This article examines how teacher educators exercise professional agency in negotiating their teacher and researcher identities. This paper also examines how professional agency is manifested in their local work contexts at individual level, at work-community level and at organisational levels. The study is based on a sociocultural approach, and it seeks to conceptualise the interplay between individual actors and the social context. The main finding was that that teacher educators manifested a strong sense of agency when describing their work as teachers. However, the construction of their researcher identity was subjugated, complex and characterised by a lack of resources. The accounts reflected a lack of agency, with minor resources for identity construction or for working as a researcher.
Updated: Nov. 18, 2013
The current study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teacher-talk in addition to authoritative teacher-talk. The data indicate that the student teacher awareness of teacher-talk and alternative communicative options increased. Student teachers reported greater awareness of the different functions of teacher-talk as well as the challenges when trying to implement dialogic teaching.
Updated: Jan. 28, 2013
The authors’ goal was to understand the contrasting discourses used by teacher educators in talking about curriculum development, on the grounds that such discourses frame interpretations that direct the implementation of teacher education as a whole. Five contrasting interpretative repertoires were found. The authors illustrate these and discuss what they imply for the development of teacher education.
Updated: Aug. 17, 2010