The effect of frame factors on (vocational) teacher educators’ teaching work : A narrative study within short-track teacher education at a Swedish university

• This  study  is  about  six  teacher  educators’  descriptions  of  their  teaching  of  (vocational)  subject-specific didactics to teacher students at a university in Sweden. The analysis has been carried out categorically  on  the  basis  of  material  from  two  focus  group  interviews  and  with  a  narrative  ap-proach. Central to the narrative approach is the basic assumption that narratives are constructed together with and in relation to other people. The theoretical approach in the study is based on the concept of frame factors. We have assumed Hiim’s (2010) didactic relationship model, but use only the frame factors in her model. The study tries to answer the research question: What cate-gories of teaching-related frame factors appear in the teacher educators’ descriptions of their teach-ing? The results comprise four categories and show that time, authorities, evaluation, and student base, aspects that are related to other factors in Hiim’s relationship model, govern their teaching. The conclusion is that the teacher educators try to create opportunities for their stud-ents, who are prospective teachers, to acquire teaching skills alongside an ongoing societal development, but this attempt is governed by frame factors that they themselves are unable to change. 

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogical Work (hsv//eng)

Nyckelord

Teacher educators

Vocational teacher educators

Short-track teacher education

Narrative research

Frame factors

Pedagogiskt arbete

Educational Work

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)