Närmare yrket i praktiken? Studenters övertagande av lärares undervisning i VFU
DOI:
https://doi.org/10.63310/edu.2025.3.58509Keywords:
läraridentitet, lärarkompetens, lärarutbildning, självständighet, verksamhetsförlagd utbildningAbstract
Despite completing multiple periods of work placement education (VFU) during their teacher education, many novice teachers experience a “praxis shock” upon entering the profession. This indicates that certain critical aspects of teaching are not fully encountered during VFU. One notable distinction between VFU and the teaching profession is the continuous presence of a school-based supervising teacher during placements, which contrasts with the autonomy required in professional practice. This qualitative interview study investigates how teacher students develop when they assume full responsibility for their supervisor’s teaching at the end of the final VFU, without the supervisor present in the classroom. The findings reveal that this experience contributes to 1) a stronger identity as a teacher, 2) enhanced teacher agency, and 3) deeper insights into the subject being taught. These developments add to their autonomy. This study concludes that supervisory support should be differentiated across the various stages of VFU. Specifically, during the final VFU, it is essential to include situations that closely resemble teaching experiences within the profession. Providing opportunities for student teachers to manage classrooms independently is essential for cultivating the independence required in the teaching profession.
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