Positionings in an immature triad in teacher education
Journal article, Peer reviewed
Accepted version
Permanent lenke
http://hdl.handle.net/11250/2470553Utgivelsesdato
2017Metadata
Vis full innførselSamlinger
- Institutt for lærerutdanning [3400]
- Publikasjoner fra CRIStin - NTNU [37175]
Originalversjon
European Journal of Teacher Education. 2017, 40 (2), 257-270. 10.1080/02619768.2017.1282456Sammendrag
This article presents and discusses experiences from an intervention project in Norwegian teacher education focusing on a triadic collaboration between student teachers, mentors and lecturers. The aim of the project was to establish a written, digital meeting place supporting the student teachers’ professional development. The question explored in this article is why some of the members in the triad virtually disappeared, and thus why the established digital meeting place collapsed. The findings are discussed through the lenses of positioning theory. Although the members positioned themselves differently, we identified three common traits in their stories: enhanced competition, preference of theory-informed writing, role confusion.