<abstract xmlns="http://www.w3.org/1999/xhtml"><p>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.</p></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.

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

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Teachers face dilemmas of different kinds in their everyday practice. It is therefore essential that teacher students become aware of the dilemmas they will...

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

Publié en ligne: 16 juil. 2020

Pages: 37 - 48

DOI: https://doi.org/10.2478/jtes-2020-0004

Mots clés
teacher students, didactic dilemmas, weekly school practice, primary school, Sweden

© 2020 Stellan Sundh, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

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

Publié en ligne: 16 juil. 2020

Pages: 37 - 48

DOI: https://doi.org/10.2478/jtes-2020-0004

Mots clésteacher students, didactic dilemmas, weekly school practice, primary school, Sweden

© 2020 Stellan Sundh, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
teacher students, didactic dilemmas, weekly school practice, primary school, Sweden