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Four discourse models of physics teacher education
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.ORCID iD: 0000-0002-6265-0004
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Stockholm University, Department of Mathematics and Science Education . (Physics Education Research)ORCID iD: 0000-0003-3244-2586
2017 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In Sweden, as in many other countries, 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. Trainee physics teachers are in the process of building their professional identity as they move between these three environments. Although much has been written about teacher professional identity (see overview in Beijaard, Meijer, & Verloop, 2004) little is known about how encounters with the potentially disparate notions of “what counts” in these three environments feed into trainee physics teachers’ professional identity work.

In this paper we try to capture the different ways the educational practice of teacher education is valued in the discourse of teacher educators. We use the concept of discourse models (Gee, 2005). Our research questions are as follows:

1. What is signalled as valued (and not valued) by members of the three environments physics teachers meet during their training (school, education department, physics department)?

2.What discourse models can be identified from these value statements? 


We carried out semi-structured interviews with instructors from the three environments. Our analysis involved iterative coding of the interview transcripts (Bogdan & Biklen, 1992) to construct discourse models. We identify four competing discourse models and discuss the ways in which these models can be seen to be at work, dictating how educational practice is valued.

 

Place, publisher, year, edition, pages
Auckland, 2017. p. 1-37
Keywords [en]
Discourse models, Teacher training, Physics teaching, identity performances
National Category
Other Physics Topics Didactics
Research subject
Physics with specialization in Physics Education
Identifiers
URN: urn:nbn:se:uu:diva-335892OAI: oai:DiVA.org:uu-335892DiVA, id: diva2:1164094
Conference
6th New Zealand Discourse Conference, 6-9 December 2017
Funder
Swedish Research Council, 2015-01891Available from: 2017-12-09 Created: 2017-12-09 Last updated: 2017-12-14Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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Language
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  • nn-NO
  • nn-NB
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  • Other locale
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Output format
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