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Writing in and out of control: A longitudinal study of three student teachers’ experiences of academic writing in preschool teacher education
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. (Utbildning & Demokrati)ORCID-id: 0000-0002-0481-1586
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.ORCID-id: 0000-0001-9735-3440
Department of Education, Oslo University, Oslo, Norway.
2016 (engelsk)Inngår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 36, nr 3, s. 211-228Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article presents a longitudinal study of three students’ experiences with learning to write academic texts in preschool teacher education.  Through in-depth interviews and drawing on an academic literacy approach combined with a “before, within and after education” perspective, their different struggles with learning academic writing are identified. A significant finding is that students experience different ways of being in and out of control. Another finding is that the institutionalized framing represents a control from above that helps two but not the third. The result indicates preschool teacher educators should pay close attention to the variation in students’ resources in writing.

sted, utgiver, år, opplag, sider
Oslo, Norway: Universitetsforlaget, 2016. Vol. 36, nr 3, s. 211-228
Emneord [en]
academic writing, preeschool teacher education, logitudinal study, struggle with teh text
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
URN: urn:nbn:se:oru:diva-53339DOI: 10.18261/issn.1891-5949-2016-03-03OAI: oai:DiVA.org:oru-53339DiVA, id: diva2:1043274
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Swedish Research Council, 2011-4885-88850-36Tilgjengelig fra: 2016-10-31 Laget: 2016-10-31 Sist oppdatert: 2018-09-05bibliografisk kontrollert

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