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Arneback, Emma; Englund, Tomas; Solbrekke, Tone Dyrdal – Education Inquiry, 2017
In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers' conceptions of writing during their education and in their initial phase at work as preschool…
Descriptors: Preschool Teachers, Professional Identity, Writing (Composition), Discourse Analysis
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Arneback, Emma; Blåsjö, Mona – Education Inquiry, 2017
With a focus on resources for learning through writing, this paper compares the interdisciplinary framings of two teacher education programmes. What are the implications of these framings and resources for students' possibilities when they write independent projects/bachelor theses? The paper presents a case study with data (interviews, texts,…
Descriptors: Teacher Education Programs, Higher Education, Cooperative Learning, Writing (Composition)
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Arneback, Emma; Englund, Tomas; Solbrekke, Tone Dyrdal – Education Inquiry, 2017
This study focuses on a selection of student teachers' experiences of academic writing in different disciplines in teacher education. By studying two different learning and writing environments at a Swedish university -- teacher education for preschool teachers and for secondary school teachers -- we distinguish different forms of writing ideals…
Descriptors: Student Teachers, Academic Language, Writing (Composition), Secondary School Teachers