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Browsing by Subject "lärarutbildning"

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  • Klasslärarstuderandes reflektion vid simulering av pedagogiska möten 
    Siebrand, Sander (2020)
    There’s a discrepancy between what class teacher students learn during their educational programs and the reality they face in the classroom. Oftentimes class teachers are not prepared for the complexity of the classroom. This corresponds with the difference between theory and practice. Hardly any theory can be applied directly. Here, reflection can form a bridge between the contends of the education program and the real-life teacher practice. In this study I have examined how simulation as a method supports pre-service teachers' reflections, and more specifically what kind of reflections simulation induces in them. The methods I have used are threefold: observation, stimulated recall and interviewing. The study was structured in such a way that it corresponds reflection-in-action, reflection-on-action and reflection-for-action. I observed and recorded students when they were engaging in a simulation, afterwards we discussed the reflections the simulation brought about, and lastly, I interviewed them about the implications of carrying out the simulation for the future. The study showed that simulation induces refection on a technical, practical as well as critical level. On all three levels the number of themes was about the same. When comparing the different forms of reflection, one could say that simulation induced certain themes, and that these themes were discussed in more depth during the discussion afterwards. In the light of the results, simulation would be a useful addition to internships for students to develop reflective skills in teacher education.
  • Omedvetenhet och motstånd : finska lärarstuderandes diskurser om interkulturell pedagogik vid lärarutbildningen 
    Niemi, Kia-Maria (2020)
    Despite an increasing need for intercultural education, a lack of successful implementation seems to prevail both in Finland and internationally. This thesis offers insight into how student teachers talk about intercultural education in their respective teacher education pro-grams. Based on Gorski’s instructional challenges and previous research on student teachers’ perceived resistance towards intercultural education, this thesis seeks to examine and analyse current discourses among student teachers in Finland. To accomplish this, Gee’s model of discourse analysis was used to examine interviews with 25 student teachers, from four different teacher education programs across Finland. The interviews were conducted as semi-structured interviews in the beginning of 2016, and they were either group interviews or individual interviews. The findings of this study echo previous research, mirroring student teacher’s resistance towards and the use of intercultural education. Student teachers seem to view intercultural education as an abstract concept and something they must teach students as a subject matter, rather than an approach to teaching. The results, however, indicate that existing resistance originates from superficial learning experiences regarding intercultural education and misconceptions, as student teachers almost without exception use ethnicity and intercultural education interchangeably. Implications, including international collaboration between teacher education programs and mandatory substitution periods are additionally discussed

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