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dc.contributor.authorAntonsen, Yngve
dc.contributor.authorJakhelln, Rachel Elise
dc.contributor.authorAspfors, Jessica
dc.contributor.authorBjørndahl, Kristin
dc.date.accessioned2023-08-21T12:55:47Z
dc.date.available2023-08-21T12:55:47Z
dc.date.issued2023-06-22
dc.description.abstractThis study investigated newly qualified primary and lower secondary school teachers with a master’s degree in Norway and how they experienced being stirred into induction practices in their school. The theory of practice architectures was the theoretical framework used in the analysis, and the term ‘stirred into’ refers to the dynamics of entering and becoming a practitioner of a specific practice. A thematic analysis of 42 interviews revealed three induction practices: 1) solo practices where the teachers plan and evaluate the teaching alone, 2) collaborative practices where the teachers plan and develop the teaching through collaboration with a few colleagues and 3) collective practices where the teachers can discuss their teaching with all their colleagues and engage in mutually beneficial and productive interactions. The study identifies how the schools’ site-specific practice architectures prefigures and shapes newly qualified teachers’ practices during the induction phase.en_US
dc.identifier.citationAntonsen yan, Jakhelln rej, Aspfors J, Bjørndahl. Solo, collaborative or collective? Newly qualified teachers’ experiences of being stirred into induction practices. European Journal of Teacher Education. 2023en_US
dc.identifier.cristinIDFRIDAID 2157171
dc.identifier.doi10.1080/02619768.2023.2227339
dc.identifier.issn0261-9768
dc.identifier.issn1469-5928
dc.identifier.urihttps://hdl.handle.net/10037/30133
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.journalEuropean Journal of Teacher Education
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleSolo, collaborative or collective? Newly qualified teachers’ experiences of being stirred into induction practicesen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Med mindre det står noe annet, er denne innførselens lisens beskrevet som Attribution 4.0 International (CC BY 4.0)