ABSTRACT

This study explored how five pre-service subject teachers characterised themselves as teachers after completing their year-long pedagogical studies in a Finnish university. Our narrative analysis of the interview data showed that the students shared a social representation of a past teacher characterised by wide power and emotional distance between pupils and the teacher. The students differentiated themselves from this kind of teacher character, and rather positioned themselves as interactive and caring educators identifying with their own ideal teachers as well as meaningful learning experiences in the pedagogical studies. Consequently, the study showed that engaging pre-service subject teachers in critical dialogue and reflection helps them to avoid static categorisations of ‘the teacher’ and to become authors of their own teachership.

摘要

本研究探讨了五名职前学科教师在芬兰大学完成为期一年的教学研究后如何将自己定位为教师。我们对访谈数据的叙述分析表明，学生们对一位过去的老师有着共同的社会表征，其特点是学生与老师之间存在广泛的权力和情感距离。学生将自己与这种教师性格区分开来，将自己定位为互动和关怀的教育者，认同自己理想的教师，并在教学研究中获得有意义的学习经历。因此，该研究表明，让职前学科教师参与批判性对话和反思有助于他们避免对“教师”的静态分类，并成为自己教师身份的创造者。