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首页> 外文期刊>Nordic Journal of Studies in Educational Policy >Professional formation of Swedish special education teachers in the tension between formal education at university and informal learning in practice
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Professional formation of Swedish special education teachers in the tension between formal education at university and informal learning in practice

机译：瑞典特殊教育教师专业组建大学正规教育与实践中非非正式学习的紧张关系

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摘要

The aim is to describe special education teacher students’ learning in the field of tension between informal learning during day-to-day work and formal university education. From the theoretical framework of Wenger-Trayner and Wenger-Trayner, we perceive the students as moving on a learning trajectory through a landscape of practice.? The students visit some of the landscapes of practice and others they ignore. The students are rejected in some landscapes and in others they are welcomed. The students are experiences of identification as well as dis-identification. Quantitative data were generated from surveys with students at the beginning of their training, at the end of their studies, or after graduation. The results of the questionnaire indicate that the length of time the students spent at the university, affected their assessment of their learning during their training. To a small extent the students sought advice from their university teachers concerning teaching issues. The teachers played an important role in their formal learning, whilst their fellow-students and principals influenced the formal and informal learning. This generated a contextual learning highly important to the professional formation of the special education teachers. In the field of tension between formal and informal learning a community of practice appeared.
机译：目的是描述在日常工作和正式大学教育中非正式学习之间的特殊教育教师学生的学习。从Wenger-Trayner和Wenger-Trayner的理论框架，我们认为学生通过练习景观迈进学习轨迹。学生们参观一些练习和其他人忽视的景观。学生们在一些景观中拒绝，在别人受到欢迎。学生是身份证明的经验以及分类识别。在学习结束时或毕业后，从他们的培训开始时与学生的调查产生量化数据。调查问卷的结果表明，学生在大学度过的时间长短，影响了他们在培训期间对学习的评估。在一小范围内，学生们寻求大学教师的建议，了解教学问题。老师在正规学习中发挥了重要作用，同时他们的学生和校长影响了正式和非正式的学习。这对专业教育教师的专业形成非常重要。在正式和非正式学习之间的紧张领域，展会了一群实践。

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