University teacher educators´ practicum discourses in early childhood teacher education

Abstract

ABSTRACT This study uses frame of boundary work to explore university teacher educators’ discourses of the early childhood teacher education practicum and to identify the complexities of their positions(s) in these discourses. Data were obtained through focus group interviews with university teacher educators (N = 16) from two Finnish universities and analysed using discourse analysis and positioning theory. The analysis revealed five discourses: the discourses of expertise, work experience, criticism of policies, mediation, and encouragement. Moreover, working in the boundary between the university and the early childhood education setting challenges university teacher educators to adopt a variety of positions.This study helps us to understand the multiple demands of UTE´s work in the practicum context, and to address the needs of student teachers and their supervision. It also challenges to develop collaboration with cooperative teachers, who supervise the student teachers at early childhood centres during the practicum.