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The competing discourse models future physics teachers’ meet during teacher training
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
2014 (English)In: International Science Education Conference 2014 Programme, Singapore: Ministry of Education, National Institute of Education, 2014, 2014Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Sweden, the education of high-school physics teachers is typically carried out in three different environments; the education department, the physics department and school itself during teaching practice. Drawing on the suggestion that teacher identities may be defined as collections of stories (Sfard & Pruzak, 2005), we investigate the discourse models (Gee, 2005) that can be found in these three environments and the potential effects they may have on the professional identity narratives that trainee physics teachers can invoke (Connelly & Clandinin, 1999).

Our research questions are as follows:1. What is signaled as valued (and not valued) by members of the three environments that physics teachers meet during their training (school, education department, physics department)? 2. What discourse models can be identified from these value statements? 3. What is the potential effect of these discourse models on the narratives trainee physics teachers can tell about themselves as professionals?

We carried out semi-structured interviews with instructors from the three environments. Our analysis involved iterative coding of the interview transcripts (Bogdan & Biklen, 1992) in order to construct discourse models.

We identify a number of competing discourse models and discuss the ways in which these models can be seen to be at work, dictating which narratives are available and disallowed in the three environments.

The study illustrates the problematic identity work needed to construct professional physics teacher identities from the disparate set of narratives made available in the environments that trainee teachers meet.

Place, publisher, year, edition, pages
2014.
Keyword [en]
Teacher training, Physics Education
National Category
Other Physics Topics Educational Sciences Didactics
Research subject
Physics with specialization in Physics Education
Identifiers
URN: urn:nbn:se:uu:diva-240385OAI: oai:DiVA.org:uu-240385DiVA: diva2:776438
Conference
International Science Education Conference ISEC 2014, National Institute of Education, Singapore, 25-27 November 2014
Available from: 2015-01-07 Created: 2015-01-07 Last updated: 2016-04-05Bibliographically approved

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Larsson, JohannaAirey, John

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf