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Lack of progression is the dividing line: mentoring teachers’ perspectives on student teachers’ emotional challenges during work placement education
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-3215-7411
Department of Education, Stockholm University, Stockholm, Sweden.ORCID iD: 0000-0002-3027-514X
Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Stockholm, Sweden.ORCID iD: 0000-0001-7148-3271
CLINTEC, Karolinska Institutet, Stockholm, Sweden.ORCID iD: 0000-0003-2792-0010
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2024 (English)In: Teacher Development, ISSN 1366-4530, E-ISSN 1747-5120, Vol. 28, no 1, p. 1-18Article in journal (Refereed) Published
Abstract [en]

Student teachers commonly report encountering emotional chal- lenges in work placements during teacher education. Even so, the perspective of mentoring teachers has been given little attention regarding the student teachers’ emotional challenges. In this study, the authors’ aim is to investigate what mentoring teachers perceive to be the emotional challenges student teachers face and what support they think they can offer student teachers. A sample of 25 Swedish mentoring teachers participated in an interview study. According to the findings, the mentoring teachers reported three main emotional challenges that they perceived that student tea- chers encounter: conflicts with/among pupils, encountering diverse pupil populations and dealing with failure. Mentoring teachers’ reports can be understood in the light of their idea of what work placement should be. Their rationales included the need for stu- dent teachers to be either exposed to ‘reality’ or protected from worst-case scenarios.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD , 2024. Vol. 28, no 1, p. 1-18
Keywords [en]
Mentoring; teacher education; emotional challenges; constructivist grounded theory
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-196195DOI: 10.1080/13664530.2023.2229788ISI: 001019812800001OAI: oai:DiVA.org:liu-196195DiVA, id: diva2:1779979
Funder
Swedish Research Council, 2018-04098
Note

Funding: Swedish Research Council [2018-04098]; Swedish Research Council [2018-04098] Funding Source: Swedish Research Council

Available from: 2023-07-05 Created: 2023-07-05 Last updated: 2024-08-16

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Lindqvist, HenrikThornberg, Robert

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Lindqvist, HenrikWeurlander, MariaBarman, LindaWernerson, AnnikaThornberg, Robert
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