Teacher students’ legitimation of teaching activities in the L1 classroom

This study investigates Norwegian L1 teacher students’ legitimation language as they retrospectively reflect on internship experiences during their first two years of education. We aim to describe the teaching activities within framework specialization dimension Legitimation Code Theory. Drawing particularly Bernstein’s ideas different knowledge structures and acquisition humanistic subjects, we critically discuss why interviewees’ only a small degree works classify distinct school subject. By investigating used by students in second year education, our aims highlight educational pathway profession. Using policy ideals backdrop for discussing implications findings, possible measures assist development toward professional subject didactic reasoning legitimation.