Developing Language-aware Immersion Teacher Education: Identifying Characteristics through a Study of Immersion Teacher Socialisation

Language aware schools need to be supported by language aware teacher education. In this study we analysed teacher socialisation among class teachers in Swedish immersion in Finland by qualitative content analysis of immersion teacher group discussions. We found that immersion teacher socialisation occurred mainly after entering the profession, as the participants had not participated in immersion themselves and had not attended a teacher education programme specifically designed for immersion. Based on the findings related to immersion socialisation we argue how the teacher education needs to be developed in order to better support teacher socialisation for language aware schools.