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Turbulence throughout Teacher Education: A Case Study of Negotiating Teacher Identity

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  • Author(s): Katariina Stenberg (ORCID Katariina Stenberg (ORCID 0000-0003-4538-539X); Katriina Maaranen (ORCID Katriina Maaranen (ORCID 0000-0003-3771-9759); Eeva Kaisa Hyry-Beihammer (ORCID Eeva Kaisa Hyry-Beihammer (ORCID 0000-0003-2086-7819); Heidi Krzywacki (ORCID Heidi Krzywacki (ORCID 0000-0003-0291-5813); Jan Böhm
  • Language:
    English
  • Source:
    Scandinavian Journal of Educational Research. 2025 69(5):945-957.
  • Publication Date:
    2025
  • Document Type:
    Journal Articles
    Reports - Research
    Tests/Questionnaires
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      13
    • Education Level:
      Higher Education
      Postsecondary Education
      Elementary Education
    • Subject Terms:
      Teacher Education Programs; Professional Identity; Role of Education; Student Teachers; Self Concept; Elementary School Teachers; Educational Experience; Personal Narratives; Barriers; Foreign Countries; Faculty Development; Foreign Students; Masters Programs
    • Subject Terms:
      Finland
    • Accession Number:
      10.1080/00313831.2024.2362280
    • ISSN:
      0031-3831
      1470-1170
    • Abstract:
      Becoming a teacher is a tricky road paved with struggles. The purpose of this reconstructive educational case study is to exemplify the complex construction of teacher identity by following the five-year journey of one student teacher in the process of qualifying as a primary schoolteacher in Finland. With the heuristic analysis of longitudinal thematic narrative interviews in the frame of Dialogical Self Theory (DST), the key results of the study make a substantial contribution by illustrating how struggles are entrenched in various I-positions of teacher identity. According to our results, we conclude that four I-positions should be carefully supported in teacher education: I as a person, I as a foreigner, I as an academic student and I as a teacher. The role of teacher education in supporting student teachers in this respect is discussed in light of the results.
    • Abstract:
      As Provided
    • Publication Date:
      2025
    • Accession Number:
      EJ1474759