Positionings in an immature triad in teacher education

Abstract

This article presents and discusses experiences from an intervention project in Norwegian teacher education focusing on a triadic collaboration between student teachers, mentors and lecturers. The aim of the project was to establish a written, digital meeting place supporting the student teachers’ professional development. The question explored in this article is why some of the members in the triad virtually disappeared, and thus why the established digital meeting place collapsed. The findings are discussed through the lenses of positioning theory. Although the members positioned themselves differently, we identified three common traits in their stories: enhanced competition, preference of theory-informed writing, role confusion.

Keywords:

• Student teaching
• triad
• digital meeting place
• positioning

Notes

1. All names of student teachers and mentors in the article are pseudonyms.

2. Postings from the two first weeks in the autumn term were not used as data material in this project.