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Writing in and out of control: a semi-longitudinal study of three students writing experience in preschool teacher education
Örebro University, School of Humanities, Education and Social Sciences. (Utbildning och demokrati)
Universitetet i Oslo, Oslo, Norway. (HEIK)
Örebro University, School of Humanities, Education and Social Sciences. (Utbildning och Demokrati)ORCID iD: 0000-0001-9735-3440
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this semi-longitudinal study we follow three student teachers (Sara,Eva and Helen) in preschool teacher education (PTE) during two years. They can be described as non-traditional students with working class background (cf Bertilsson 2014), but at the same time representing groups of students with different attitudes to academic writing. A core research interest is to capture the students’ individual struggles with academic writing. The data stems from the students’ written self-presentation, focus group and individual interviews, text samples and observations of group workand examination seminars. The paper is part of the ongoing project “The struggle for the text” financed by the Swedish research Council. Three research questions are in focus: a) how student teachers’ experiences from the past influence their approaches to writing in higher education, b) how the student teachers struggle with different academic discourses over time, c) how they relate to their future identity as preschool teachers in their writing. By combining a before, within and after perspective we relate their struggle with the text in higher education to the question of present and future processes of life (Ivanic 1998, 2004, Lillis 2001). The result shows that students experience different kinds of struggles in academic writing, depending on earlier and current experiences within and outside of PTE. We can also see how the same norms and rules of academic writing are supportive to some of the students, but obstacles for others. In a time when recruitment to teacher training has changed in Sweden, there is a risk that the talk about student teachers becomes the talk of the unprepared student who needs clarity. Based on the study's outcome there is a need to problematize such notions.

Place, publisher, year, edition, pages
2015.
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-46818OAI: oai:DiVA.org:oru-46818DiVA, id: diva2:874436
Conference
43rd Annual Congress of the Nordic Educational Research Association (NERA 2015), Gothenburg, Sweden, March 4-6, 2015
Projects
Kampen om texten
Funder
Swedish Research CouncilAvailable from: 2015-11-26 Created: 2015-11-26 Last updated: 2017-10-18Bibliographically approved

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Arneback, EmmaEnglund, Tomas

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf