Abstract
One of my biology student teachers two years ago, Roeland, age 25, was teaching three groups of pupils at a secondary school. He had signed up for teacher education because he could not find his ‘dream’ job – being a university teacher – and following the teacher education programme seemed to be ‘not a big waste of time’ because in his plans he also had to teach, but to university students. To give some contextual information: the teacher education programme where I was working is built as a dual programme, so that student teachers start teaching right from the start, parallel to following courses and seminars at the institute. It is also a post-masters programme, so Roeland already had a master’s degree in biology. Roeland came to my office during the autumn fall holidays – after two months of teaching. He was in serious crisis, at school and in his personal life as well.
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Meijer, P.C. (2011). The Role of Crisis in the Development of Student Teachers’ Professional Identity. In: Lauriala, A., Rajala, R., Ruokamo, H., Ylitapio-Mäntylä, O. (eds) Navigating in Educational Contexts. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-522-2_3
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DOI: https://doi.org/10.1007/978-94-6091-522-2_3
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