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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, 270-279 p.Article 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, 270-279 p.
Keyword [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: diva2:1079368
Note

Funding agencies: Swedish Research Council [2013-2310]

Available from: 2017-03-08 Created: 2017-03-08 Last updated: 2017-05-18

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Lindqvist, HenrikThornberg, Robert
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Citation style
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