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Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Karolinska Institute, CLINTEC, SE-141 86 Stockholm, Sweden; KTH Royal Institute of Technology, Sweden.
Karolinska Institute, CLINTEC, SE-141 86 Stockholm, Sweden.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
2017 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 64, p. 270-279Article in journal (Refereed) Published
Abstract [en]

Student teachers face various difficult situations during their teacher education. The aim of this study was to examine how student teachers perceive coping with distressful situations during their teacher training. Focus groups and individual interviews were conducted. The results show that student teachers feel professionally inadequate, characterized by powerlessness, limited means of action and uncertainty. In resolving professional inadequacy, they use concepts connected to the social process of becoming teachers: modifying professional ideals, dependence on future colleagues and continuing to build experience. These concepts lead to acceptance and postponing strategies for learning from distressful situations.

Place, publisher, year, edition, pages
2017. Vol. 64, p. 270-279
Keywords [en]
Student teacher; Teacher education; Professional inadequacy; Teacher identity; Coping
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-135071DOI: 10.1016/j.tate.2017.02.019ISI: 000399265900023OAI: oai:DiVA.org:liu-135071DiVA, id: diva2:1079368
Note

Funding agencies: Swedish Research Council [2013-2310]

Available from: 2017-03-08 Created: 2017-03-08 Last updated: 2019-04-29
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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