|Author(s)||Anne-Mari Folkesson, Nanny Hartsmar|
|Editor||A. Ross, Teaching Citizenship|
The first term of Teacher Education at most Universities in Sweden has, since 2001, nearly always been a period in which students study in mixed groups: they will have had different graduation profiles, from Pre School to FE College, and will also be mixed by their choice of subject. This is because students are expected to work in and with heterogeneous groups, which is one of the main principles of the Swedish Teacher education reforms. The correlation between parental social background and educational choice is well known: higher parental socio-economic status predicts a higher level of education for their children. In the current case, where students studying traditionally academic education, such as for being a FE College teacher, studying in the same program as Pre-school teachers, it is interesting to understand what happens to teacher identity. The aim of this paper is exploratory and twofold. Firstly we want to study the background variables of who the new teachers are. Secondly we want to analyse how they express their identity in interactions. To do this, we used two different instruments; a quantitative for the study of a large group and a qualitative smallscale study of four students.