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Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Stockholm, Sweden; CLINTEC, Karolinska Institutet, Stockholm, Sweden.
CLINTEC, Karolinska Institutet, 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: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Article in journal (Refereed) Epub ahead of print
Abstract [en]

ABSTRACTStudent teachers have to cope with distressing emotions during teacher education. Coping is important in relation to both attrition and bridging the gap between being a student teacher and starting work. The data consist of semi-structured interviews with 25 student teachers, which were analysed using a constructivist grounded theory framework. The aim of the current study was to examine student teachers? perspectives on distressing situations during teacher education, as well as how boundaries were established as a way of coping with emotions related to these situations. The findings show that the student teachers? main concern was to make sense of the imbalance between resources and the demands placed by distressing situations. As a coping strategy, student teachers established professional boundaries linked to emotional labour and relationship maintenance.

Place, publisher, year, edition, pages
Routledge , 2019.
Keywords [en]
Student teachers; coping; teacher education; boundaries
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:liu:diva-159693DOI: 10.1080/02619768.2019.1652904ISI: 000480615400001OAI: oai:DiVA.org:liu-159693DiVA, id: diva2:1343662
Note

Funding agencies: Vetenskapsradet [721-2013-2310]

Available from: 2019-08-19 Created: 2019-08-19 Last updated: 2019-09-06
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
Available from: 2019-04-29 Created: 2019-04-29 Last updated: 2019-08-19Bibliographically approved

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Lindqvist, HenrikThornberg, Robert

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