University teacher educators′ practicum discourses in early childhood teacher education
Kupila, Päivi; Rantavuori, Laura; Puroila, Anna-Maija; Matengu, Marika (2023-03-01)
Taylor & Francis
01.03.2023
Kupila, P., Rantavuori, L., Puroila, A. M., & Matengu, M. (2023). University teacher educators´ practicum discourses in early childhood teacher education. European Journal of Teacher Education, 1–18. https://doi.org/10.1080/02619768.2023.2181069
https://creativecommons.org/licenses/by/4.0/
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202406244855
https://urn.fi/URN:NBN:fi:oulu-202406244855
Tiivistelmä
Abstract
This study uses frame of boundary work to explore university teacher educators’ discourses of the early childhood teacher education practicum and to identify the complexities of their positions(s) in these discourses. Data were obtained through focus group interviews with university teacher educators (N = 16) from two Finnish universities and analysed using discourse analysis and positioning theory. The analysis revealed five discourses: the discourses of expertise, work experience, criticism of policies, mediation, and encouragement. Moreover, working in the boundary between the university and the early childhood education setting challenges university teacher educators to adopt a variety of positions.This study helps us to understand the multiple demands of UTE´s work in the practicum context, and to address the needs of student teachers and their supervision. It also challenges to develop collaboration with cooperative teachers, who supervise the student teachers at early childhood centres during the practicum.
This study uses frame of boundary work to explore university teacher educators’ discourses of the early childhood teacher education practicum and to identify the complexities of their positions(s) in these discourses. Data were obtained through focus group interviews with university teacher educators (N = 16) from two Finnish universities and analysed using discourse analysis and positioning theory. The analysis revealed five discourses: the discourses of expertise, work experience, criticism of policies, mediation, and encouragement. Moreover, working in the boundary between the university and the early childhood education setting challenges university teacher educators to adopt a variety of positions.This study helps us to understand the multiple demands of UTE´s work in the practicum context, and to address the needs of student teachers and their supervision. It also challenges to develop collaboration with cooperative teachers, who supervise the student teachers at early childhood centres during the practicum.
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