ABSTRACT

This article focuses on student teachers’ professional development and explores how the students connect theory and practice in these processes. Data consist of 17 talks during weekly seminars with 15 preschool student teachers and a group of researchers both at campus and at the practicum placements during their first term. Initially, the researchers introduced discussions with an aim to challenge the students' views on general societal issues as well as specific issues related to the preschool practice. Eventually, the seminars changed toward student and researchers being more equal interlocutors. Experiences were discussed and relations between theory and practice were elaborated. Analyses from an ecological perspective of teacher agency show that the student teachers’ agency develops from a naïve to a proactive understanding of the profession. The early practicum period in combination with regular seminars was important for the student teachers’ developing profession. The practicum period provides practical challenges, and the seminar discussions with researchers provides theoretical challenges. Implications for teacher education are discussed, such as offering horizontal teacher networks where students get support to be able to develop their professional agency.

摘要

本文关注学生教师的专业发展，探讨学生如何在这些过程中将理论与实践联系起来。数据包括每周研讨会期间的 17 场讲座，与 15 名学前班学生教师和一组研究人员在校园和第一学期的实习实习。最初，研究人员进行了讨论，旨在挑战学生对一般社会问题以及与学前实践相关的具体问题的看法。最终，研讨会转向学生和研究人员成为更平等的对话者。讨论了经验，阐述了理论与实践的关系。从教师能动性的生态角度分析表明，学生教师能动性是从对专业的幼稚到主动理解的过程。早期实习与定期研讨会相结合对于学生教师职业发展非常重要。实习期提供实际挑战，与研究人员的研讨会讨论提供理论挑战。讨论了对教师教育的影响，例如提供横向教师网络，让学生获得支持以发展他们的专业机构。