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Peer group as a meeting place: Reconstructions of teachers’ self-understanding and the presence of vulnerability

2015; Elsevier BV; Volume: 75; Linguagem: Inglês

10.1016/j.ijer.2015.10.004

1873-538X

Minna Uitto, Saara-Leena Kaunisto, Geert Kelchtermans, Eila Estola,

Social Work Education and Practice

Prior research on peer groups and their potential for student teachers and teachers is still very limited. This article focuses on how a teacher’s self-understanding is reconstructed in a peer group and how vulnerability is present in this process. The data focusing on one teacher’s story is from a long-term peer group of 11 Finnish teachers. The research demonstrates how teachers’ self-understanding develops and is reconstructed throughout interactions with others. In addition, the research shows the intertwinement of teacher vulnerability with the reconstruction of self-understanding. Groups in which pre-service and in-service teachers can share personal and professional experiences create a powerful site and opportunity that can be used in teacher education.