ABSTRACT
Language aware schools need to be supported by language aware teacher education. In this study we analysed teacher socialisation among class teachers in Swedish immersion in Finland by qualitative content analysis of immersion teacher group discussions. We found that immersion teacher socialisation occurred mainly after entering the profession, as the participants had not participated in immersion themselves and had not attended a teacher education programme specifically designed for immersion. Based on the findings related to immersion socialisation we argue how the teacher education needs to be developed in order to better support teacher socialisation for language aware schools.
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No potential conflict of interest was reported by the author(s).
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Notes on contributors
Annika Peltoniemi
Annika Peltoniemi is a PhD Student in educational sciences at the Faculty of Education and Welfare Studies at Åbo Akademi University, Finland.
Mari Bergroth
Mari Bergroth is Docent in Education, PhD, Senior Research Associate at the Faculty of Education and Welfare Studies at Åbo Akademi University, Finland.