Opettajaopiskelijoiden näkökulmia moninaiseen ruotsinopettajuuteen eri opettajankoulutusyhteisöissä

Student teachers' perspectives on being a Swedish teacher in diverse educational contexts

Authors

• Maria Ruohotie-Lyhty University of Jyväskylä
• Camilla Rosvall Åbo Akademi University
• Liisa Suomela University of Jyväskylä
• Maria Kautonen University of Jyväskylä

DOI: https://doi.org/10.30660/afinla.142664

Keywords:

teaching, teacher education, Swedish language, visual narratives

Abstract

This article focuses on themes related to language, learning and teaching that future Swedish language professionals visualize for their future work, and what kind of conditions these themes create for language teaching in a more multilingual and multicultural school. The article is based on a study of students at three different universities providing Swedish teacher education, thus focusing on the diverse educational contexts for Swedish language education. With this perspective, we can better understand the resources these educational contexts provide their students with to construct their professional identities. The study is based on a qualitive analysis of visual narratives and accompanying descriptions produced by 62 students. The results show the willingness of the participants to work for multifaceted language education, however, with different foci in the different teacher education contexts.