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dc.contributor.authorKlemp, Torunn
dc.contributor.authorNilssen, Vivi Lisbeth
dc.date.accessioned2017-12-12T09:08:47Z
dc.date.available2017-12-12T09:08:47Z
dc.date.created2017-01-24T08:47:23Z
dc.date.issued2017
dc.identifier.citationEuropean Journal of Teacher Education. 2017, 40 (2), 257-270.nb_NO
dc.identifier.issn0261-9768
dc.identifier.urihttp://hdl.handle.net/11250/2470553
dc.description.abstractThis 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.nb_NO
dc.language.isoengnb_NO
dc.publisherTaylor & Francisnb_NO
dc.titlePositionings in an immature triad in teacher educationnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionacceptedVersionnb_NO
dc.source.pagenumber257-270nb_NO
dc.source.volume40nb_NO
dc.source.journalEuropean Journal of Teacher Educationnb_NO
dc.source.issue2nb_NO
dc.identifier.doi10.1080/02619768.2017.1282456
dc.identifier.cristin1435994
dc.description.localcodeThis is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Teacher Education on 23 Jan 2017, available online: http://www.tandfonline.com/doi/abs/10.1080/02619768.2017.1282456 . Locked until 23 July 2018 due to copyright restrictionsnb_NO
cristin.unitcode194,67,80,0
cristin.unitnameInstitutt for lærerutdanning
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode2


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