“Jag måste få vara min lärare, min person”: En intervjustudie om lärarstudenters utveckling av professionell identitet i VFU
DOI:
https://doi.org/10.63310/edu.2025.3.58193Keywords:
lärares personliga tolkningsramverk, lärare-elev relationer, lärarstudenters professionella identitetsutveckling, lärarutbildning, VFU-handledareAbstract
This study investigates student teachers’ development of professional identity during teacher education, focusing on two distinct practicum periods. The research questions are: 1) How do student teachers with prior professional experience perceive the teaching profession, and in what ways do these perceptions influence their self-image as future educators? 2) What influence does the mentor teacher exert on the formation of student teachers’ professional identity? Data was collected through interviews with six student teachers. The theoretical framing is based on Kelchtermans’ personal interpretative framework, in which personal and professional characteristics intertwine. Findings show that student teachers regard teacher-student relations as fundamental to the teaching profession. This perception is directly linked to their self-image, which encompasses both personal and professional dimensions. Mentor teachers who succeed in establishing supportive teacher-student relations were seen as role models. Personal characteristics such as being kind and tolerant were re-evaluated through a professional lens, prompting the student teachers to redefine their professional identity. These characteristics could both complement and contradict professional qualities like clarity and structure. Balancing these dimensions is a significant challenge in the teaching profession. The paper concludes by discussing the pedagogical and professional implications of teacher-student relationships in shaping professional identity.
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