Male students’ identity in teacher education
Keywords:
male teacher student, identity, men, vocational teacher educationAbstract
Refereed article
This article examines what are the issues and relations male teacher students build their teacher identity on. The research data which consists of vocational male teacher student’s learning diaries, provides these answers. The data was analysed by utilising the content based analysis. As a theoretical instrument in the analysis van Langenhoven and Harrén’s (1999) concept of positioning was used as well. As results indicate, male teacher students’ transition from their own field of expertise to a teacher student, and hence to a teacher, is built by positioning in relation to studies, study practises, knowledge and gender-based male teacherhood. To make the teacher student’s identity work more visible from the commencement of the teacher education, studies would enable more conscious launch of the identity work and to engage more deeply into the teacher profession. It would enable the use of identity as an instrument as well as the more gender-conscious operational culture.
