Space of professionalism

Project summary

Research on the professional identity of teachers has evolved since the mid-1990s to become a separate and growing area of research, and there is broad agreement on the significance of teacher education for the professional identity. In my study I seek insight into the development of student teachers’ professional 'self' within a specific classroom situation.

Eight student teachers were followed through three years of teacher education, from 2010 to 2012.

The aim of the study is to gain insight into how the students’ professional self is onstructed through the teacher education, in order to cast light on the professionalism enabled within the relevant institution. A number of specific practices and behaviours are perceived as 'normal', and the individuals will develop or regulate themselves on the basis of what is perceived as normal.

Based primarily on Foucault’s theories I look at how dierent discourses (dominant discourses
and counter-discourses) together form a logic for the construction of the professional self.

Supervisors:

• Professor Svein Lorentzen, Norwegian University of Science and Technology (NTNU)
• Professor Thorolf Krüger, Bergen University College (HVL)