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dc.contributor.authorAspfors, Jessica Marianne
dc.contributor.authorValle, Anne Marit
dc.identifier.citationAspfors, J.M. & Valle, A.M. (2017). Designing communicative spaces – innovative perspectives on teacher education. Education Inquiry, 8(1), 1-16. doi:nb_NO
dc.description.abstractThe issue of lack of consistency between teacher education and professional practice has been a subject of debate for a long time. In Norway, like many other countries, both scientific communities and governing bodies have put this on the agenda. The current study is qualitative, using a phenomenological-hermeneutical approach. The aim is to deepen the understanding of a communicative space between student teachers and pupils, both face-to-face and online, in order to develop student teachers’ interaction competence. The data comprise reflection logs, group interview and video recordings from both live and online meetings With student teachers and pupils, and is analysed by using qualitative content analysis. The findings demonstrate that online communication is different from ordinary classroom communication and therefore student teachers need to interact with pupils online in order to develop these skills. Reflecting on these kinds of situations while still in education helps student teachers to develop their ability to reflect critically on their own practice and prepare them for their future work as teachers.nb_NO
dc.publisherTaylor & Francisnb_NO
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleDesigning communicative spaces – innovative perspectives on teacher educationnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.rights.holder© 2017, The Author(s)nb_NO
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280nb_NO
dc.source.journalEducation Inquirynb_NO
dc.relation.projectNorges forskningsråd: 237895nb_NO

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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal