ABSTRACT

The growing expectations and demands for teacher education highlight the need to provide future teachers with more knowledge and to prepare teachers as expert collaborators who can learn from each other. This qualitative case study based on video-recorded reflective assignments investigated how Finnish pre-service special education teachers’ experiences in relational interprofessional work within institutional boundary spaces – the so-called knotworking – contributed to the evolution of their professional agency. The results indicate that interprofessional collaboration during teacher education was challenging and orienting themselves as students was the principal way teachers negotiate their role within boundaries.

摘要

对教师教育日益增长的期望和需求突出表明需要为未来的教师提供更多知识，并使教师成为可以相互学习的专家合作者。这项基于录像反思性作业的定性案例研究调查了芬兰职前特殊教育教师在机构边界空间内的相关跨专业工作（即所谓的打结工作）中的经验如何促进其专业机构的发展。结果表明，教师教育期间的跨专业合作具有挑战性，将自己定位为学生是教师在边界内协商其角色的主要方式。