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Conflicts viewed through the micro-political lens: beginning teachers’ coping strategies for emotionally challenging situations
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Karolinska Institutet, CLINTEC, Stockholm, Sweden / Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Stockholm, Sweden.
Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Stockholm, Sweden.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9233-3862
2019 (English)In: Research Papers in Education, ISSN 0267-1522, p. 1-20Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of the present study was to use the narratives of beginning teachers to investigate the emotionally challenging situations they face, with a focus on how their perspectives and definitions of such situations guided their actions and made coping possible. A short term longitudinal qualitative interview study was adopted. Twenty participants were interviewed at the outset of their last year of teacher education and then followed up with an interview at their first year of teaching. In between self-reports were written in addition to the interviews. The material was analysed using constructivist grounded theory tools. The findings show that new teachers experienced conflicts that were both interpersonal (with students, parents and colleagues) and intrapersonal (being ‘good enough’; establishing boundaries related to time and engagement; suppression of emotions) as they started out in teaching. In order to cope with these challenges, the beginning teachers used various strategies including collaboration, conformity, influencing and autonomy.

Place, publisher, year, edition, pages
Routledge, 2019. p. 1-20
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-158709DOI: 10.1080/02671522.2019.1633559ISI: 000475174700001OAI: oai:DiVA.org:liu-158709DiVA, id: diva2:1337300
Note

Funding agencies:  Swedish Research Council [7212013-2310]; Vetenskapsradet [721-2013-2310]

Available from: 2019-07-12 Created: 2019-07-12 Last updated: 2019-11-07Bibliographically approved
In thesis
1. Student teachers’ and beginning teachers’ coping with emotionally challenging situations
Open this publication in new window or tab >>Student teachers’ and beginning teachers’ coping with emotionally challenging situations
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

Avhandlingen behandlar lärarstudenternas och nyblivna lärares erfarenheter av obehagliga situationer. Frågeställningar innefattar: Vilka situationer beskriver lärarstudenter och nyblivna lärare som emotionellt påfrestande? Hur hanterar lärarstudenter och nyblivna lärare emotionellt påfrestande situationer som beskrivs? Avhandlingen innefattar fyra artiklar som behandlar dessa frågeställningar. Resultat visar att lärarstudenters hanterandestrategier innefattar (1) att skjuta fram lärande att hantera känslomässigt påfrestande situationer när de börjar att arbeta samt (2) att acceptera att det inte går att påverka situationer som är känslomässigt påfrestande och då enbart acceptera de förhållanden som skapar känslomässigt utmanade situationer. Andra strategier som studierna har visat innefattade att verka för förändring, vara en del av ett kollektiv eller att förminska ansvar som sätt att hantera känslomässiga utmaningar. Lärarstudenter etablerade gränser som ett sätt att hantera påfrestande situationer i relation till känslomässigt arbetet och i förhållande till olika relationer. De nyblivna lärarna var tvungna att förhålla sig till konflikter. Detta gjorde nyblivna lärare i studien genom att verka för sin autonoma position, genom att engagera sig i samarbete, genom att försöka påverka eller genom att alliera sig med arbetsplatsens värdeförmedling. Dessa strategier verkar vara sammanlänkade med olika konsekvenser, där autonomi och att vara en påverkanskraft i större utsträckning verkar leda till tankar om att byta skola eller att sluta som lärare.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2019. p. 121
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 217
Keywords
Lärarutbildning, lärarstudenter, nyblivna lärare, känslomässigt påfrestande situationer, hanteringsstrategier
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-156613 (URN)10.3384/diss.diva-156613 (DOI)9789176850787 (ISBN)
Public defence
2019-05-24, I101, Hus I, Campus Valla, Linköping, 13:00 (Swedish)
Opponent
Supervisors
Note

The original title of article II was: Student teachers’ use of strategies to cope with emotionally challenging situations in teacher education. In the published version the title is Strategies to cope with emotionally challenging situations in teacher education.

Available from: 2019-04-29 Created: 2019-04-29 Last updated: 2019-10-10Bibliographically approved

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