Abstract
ABSTRACT Teacher education takes part in producing childhood. This is rarely discussed in teacher education. In this study, we are interested in what kinds of positions become normalised for children and youth in the discourses in teacher education. We utilise the concepts of narrative resources and storylines, looking into the storylines in which student teachers take themselves to be in, and in the positions that are opened for pupils in these storylines. The results show that a child in peer conflict is produced in problematic ways, as an ideal child or object of fixing. Teacher is produced as central and important.
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