Designing Communicative Spaces -- Innovative Perspectives on Teacher Education

Autor/inn/en	Aspfors, Jessica; Valle, Anne Marit
Titel	Designing Communicative Spaces -- Innovative Perspectives on Teacher Education
Quelle	In: Education Inquiry, 8 (2017) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2016.1275176
Schlagwörter	Teacher Education; Education Work Relationship; Phenomenology; Teacher Student Relationship; Computer Mediated Communication; Diaries; Skill Development; Hermeneutics; Student Teachers; Video Technology; Student Teacher Attitudes; Meetings; Content Analysis; Classroom Communication; Reflective Teaching; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Phenomenological psychology; Phänomenologie; Psychologie; Teacher student relationships; Lehrer-Schüler-Beziehung; Computerkonferenz; Diary; Tagebuch; Kompetenzentwicklung; Qualifikationsentwicklung; Hermeneutik; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Meeting; Tagung; Inhaltsanalyse; Klassengespräch; Ausland; Norwegen
Abstract	The issue of lack of consistency between teacher education and professional practice has been a subject of debate for a long time. In Norway, like many other countries, both scientific communities and governing bodies have put this on the agenda. The current study is qualitative, using a phenomenological-hermeneutical approach. The aim is to deepen the understanding of a communicative space between student teachers and pupils, both face-to-face and online, in order to develop student teachers' interaction competence. The data comprise reflection logs, group interview and video recordings from both live and online meetings with student teachers and pupils, and is analysed by using qualitative content analysis. The findings demonstrate that online communication is different from ordinary classroom communication and therefore student teachers need to interact with pupils online in order to develop these skills. Reflecting on these kinds of situations while still in education helps student teachers to develop their ability to reflect critically on their own practice and prepare them for their future work as teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01