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Establishing Sustainable Teacher Education with Weekly School Practice - Identifying Teacher Students’ Experiences of Didactic Dilemmas in the Swedish Primary School Classroom

Authors
  • Sundh, Stellan
Type
Published Article
Journal
Journal of Teacher Education for Sustainability
Publisher
Sciendo
Publication Date
Jun 01, 2020
Volume
22
Issue
1
Pages
37–48
Identifiers
DOI: 10.2478/jtes-2020-0004
Source
De Gruyter
Keywords
License
Green

Abstract

Teachers face dilemmas of different kinds in their everyday practice. It is therefore essential that teacher students become aware of the dilemmas they will face in their future profession. By integrating school practice in teacher education programs, students apply theoretical knowledge to classroom situations. In a project at a Swedish university campus, the students worked as teacher candidates one day a week at different primary schools during their first semester. The purposes were to make the teacher education at the campus sustainable by attracting more students, limiting the number of dropouts and improving the quality in the education. In the present study, it is of interest to identify the didactic dilemmas teacher students experience in classrooms with 6 to 12 year-olds. By analysing the students’ written reports, the results indicate that the students’ identified dilemmas relate to classroom management, the lesson content and the establishing of relationships with the children.

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