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Strategies to cope with emotionally challenging situations in teacher education
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
2019 (English)In: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, p. 1-13Article in journal (Refereed) Published
Abstract [en]

Learning to teach is an emotional endeavour and student teachers challenging emotions are recurrently created in teacher education. The aim of this study was to investigate student teachers'€™ coping with emotionally challenging situations in teacher education. In the study, 22 student teachers studying their last year of teacher education participated through semi-structured interviews. The data were analysed using constructivist grounded theory methodology. The findings revealed that coping with emotionally challenging situations was connected to student teachers’ main concern of the discrepancies between idealistic conceptions and experiences. This included wanting to have an extensive impact on future pupils as a student teacher and experiencing the ambition as potentially exhausting. In coping with this discrepancy, three strategies were used: change advocacy, collective sharing and responsibility reduction. The coping strategies are discussed in the light of existing literature and potential implications are addressed.

Place, publisher, year, edition, pages
Routledge, 2019. p. 1-13
National Category
Learning Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-160828DOI: 10.1080/02607476.2019.1674565OAI: oai:DiVA.org:liu-160828DiVA, id: diva2:1359744
Available from: 2019-10-10 Created: 2019-10-10 Last updated: 2019-10-10
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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