Linköping University Post Print Trajectories in teacher education: Recognising prior learning in practice

This article analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The specific focus is on what prior experiences and learning from pre-school mean for their trajectories, and how these experiences and learning are recognised in the first year of teacher education. A situated learning perspective is applied, with a focus on participation and trajectories in the two communities of practice where teacher education is situated: the university and the pre-school. The data consist of transcribed interviews with 10 student teachers, and additional data gathered from stakeholders in the program. The results show that prior experiences and learning are given implicit and indirect recognition. In the practice of the pre-school, the trajectory means a shift in identity, from child minder to student teacher and pre-school teacher. In the practice of the university, prior experiences and learning help students in their trajectories from peripheral to fuller participation. Trajectories in Teacher Education: recognising prior learning in practice