Crossing Institutional Practices in Teacher Education (completed)
A PhD project studying how student teachers act and interact in institutional practices in teacher education and how these are sustained or adjusted when people work at the boundaries.
'Crossing Institutional Practices in Teacher Education' is Cecilie Flo Jahreie's PhD project. The work has resulted in the PhD thesis 'Learning to teach. An activity-theoretical study of student teachers’ participation trajectories across boundaries' (2010).
The project has studied how student teachers act and interact in institutional practices in teacher education and how these are sustained or adjusted when people work at the boundaries.
The aim of this PhD project has been to illustrate:
* How the participants interpret and negotiate new ideas and tools in the reform effort
* How focus on interaction and negotiation between activity systems can be a fruitful approach for understanding and explaining learning and change in teacher education
* What accounting practices are invoked in the participants' talk in the different activity systems
* The dynamics between boundary crossing and regulation of the activity systems
* How portfolios and case-based methods mediate how the students pursue theoretical and practical problems
The project has also aimed to contribute to the ongoing discussion in the field regarding how to explore and understand learning and change on an individual and systemic level.
Field work, audio and visual recordings of student teachers' activities, interviews, interaction analysis.
PhD dissertation: Learning to teach. An activity-theoretical study of student teachers’ participation trajectories across boundaries.