No. 24 (2023): Venue
Venue Articles

Handledares perspektiv på lärarstudenters känslomässiga utmaningar under VFU

Henrik Lindqvist
Linköpings universitet
Categories

Published 2023-12-13

Keywords

  • Lärarutbildning,
  • Handledning,
  • Verksamhetsförlagd utbildning,
  • VFU

How to Cite

Lindqvist, H. (2023). Handledares perspektiv på lärarstudenters känslomässiga utmaningar under VFU. Venue, (24). https://doi.org/10.3384/venue.2001-788X.5045

Abstract

Verksamhetsförlagdutbildning (VFU) är viktig del i lärarstudenters utbildning. Under VFU möter lärarstudenter situationer som de rapporterar som känslomässigt ansträngande, så som till exempel konflikter med elever. Handledning under VFU är en viktig del av lärarutbildningen, och handledarnas perspektiv på lärarstudenters utmaningar under VFU kan påverka deras handledning.

Full-text of the article is available for this locale: Svenska.

References

  1. Clarke, A., V. Triggs, & Nielsen, W. (2014). Cooperating Teacher Participation in Teacher Education: A Review of the Literature.” Review of Educational Research 84:163–202.
  2. Draves, T. J. (2008). “’Firecrackers’ and ‘Duds’ cooperating music teachers' perspectives on their relationships with student teachers”. Journal of Music Teacher Education, 18(1), 6-15.
  3. Heikonen, L., Toom, A., Pyhältö, K., Pietarinen, J., & Soini, T. (2017). Student-teachers’ strategies in classroom interaction in the context of the teaching practicum. Journal of Education for Teaching, 43(5), 534-549.
  4. Hobson, A. J. (2016). Judgementoring and How to Avert It: Introducing ONSIDE Mentoring for Beginning Teachers. International Journal of Mentoring & Coaching in Education, 5(2), 87–110.
  5. Lilach, M. (2020). [Not] Speaking Truth to Power: Ethical Dilemmas of Teacher Candidates During Practicum. Teaching and Teacher Education, 89, 1–10.
  6. Lindqvist, H. (2022). Det känslomässiga arbetet att bli lärare: Hantering av känslor och konflikter i lärarprofessionen. Lund: Studentlitteratur.
  7. Lindqvist, H., Weurlander, M., Wernerson, A., & Thornberg, R. (2017). Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations. Teaching and Teacher Education, 64, 270–279.
  8. Lindqvist, H., Thornberg, R., & Colnerud, G. (2020). Ethical dilemmas at work placements in teacher education. Teaching Education, 32(4), 403-419.
  9. Lindqvist, H., Weurlander, M., Barman, L., Wernerson, A., & Thornberg, R. (2023a). Work-based learning partnerships: mentor-teachers’ perceptions of student teachers’ challenges. Educational Research, 65(3), 392-407.
  10. Lindqvist, H., Weurlander, M., Barman, L., Wernerson, A., & Thornberg, R. (2023b). Lack of progression as the dividing line: Mentoring teachers’ perspectives of student teachers’ coping with emotional challenges. Teacher Development.
  11. https://doi.org/10.1080/13664530.2023.2229788
  12. Meijer, P. C., De Graaf, G., & Meirink, J. (2011). Key experiences in student teachers’ development. Teachers and Teaching: theory and practice, 17(1), 115-129.
  13. Merket, M. (2022). An analysis of mentor and mentee roles in a pre-service teacher education program: a Norwegian perspective on the future mentor role. Mentoring & Tutoring: Partnership in Learning, 30(5), 524-550.
  14. Teng, F. (2017). Emotional development and construction of teacher identity: Narrative interactions about the pre-service teachers' practicum experiences. Australian Journal of Teacher Education, 42, 117-131.
  15. Wu, Z., & Chen, J. (2018). Teachers’ emotional experience: insights from Hong Kong primary schools. Asia Pacific Education Review, 19(4), 531-541.