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  • 1.
    Lindqvist, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Student teachers’ and beginning teachers’ coping with emotionally challenging situations2019Doctoral 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.

    List of papers
    1. Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations
    Open this publication in new window or tab >>Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations
    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.

    Keywords
    Student teacher; Teacher education; Professional inadequacy; Teacher identity; Coping
    National Category
    Pedagogy
    Identifiers
    urn:nbn:se:liu:diva-135071 (URN)10.1016/j.tate.2017.02.019 (DOI)000399265900023 ()
    Note

    Funding agencies: Swedish Research Council [2013-2310]

    Available from: 2017-03-08 Created: 2017-03-08 Last updated: 2019-04-29
    2. Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations
    Open this publication in new window or tab >>Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations
    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
    Student teachers; coping; teacher education; boundaries
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-159693 (URN)10.1080/02619768.2019.1652904 (DOI)000480615400001 ()
    Note

    Funding agencies: Vetenskapsradet [721-2013-2310]

    Available from: 2019-08-19 Created: 2019-08-19 Last updated: 2019-09-06
    3. Conflicts viewed through the micro-political lens: beginning teachers’ coping strategies for emotionally challenging situations
    Open this publication in new window or tab >>Conflicts viewed through the micro-political lens: beginning teachers’ coping strategies for emotionally challenging situations
    2019 (English)In: Research Papers in Education, ISSN 0267-1522, p. 1-20Article in journal (Refereed) Epub ahead of print
    Abstract [en]

    The aim of the present study was to use the narratives of beginning teachers to investigate the emotionally challenging situations they face, with a focus on how their perspectives and definitions of such situations guided their actions and made coping possible. A short term longitudinal qualitative interview study was adopted. Twenty participants were interviewed at the outset of their last year of teacher education and then followed up with an interview at their first year of teaching. In between self-reports were written in addition to the interviews. The material was analysed using constructivist grounded theory tools. The findings show that new teachers experienced conflicts that were both interpersonal (with students, parents and colleagues) and intrapersonal (being ‘good enough’; establishing boundaries related to time and engagement; suppression of emotions) as they started out in teaching. In order to cope with these challenges, the beginning teachers used various strategies including collaboration, conformity, influencing and autonomy.

    Place, publisher, year, edition, pages
    Routledge, 2019
    National Category
    Pedagogy
    Identifiers
    urn:nbn:se:liu:diva-158709 (URN)10.1080/02671522.2019.1633559 (DOI)000475174700001 ()
    Note

    Funding agencies:  Swedish Research Council [7212013-2310]; Vetenskapsradet [721-2013-2310]

    Available from: 2019-07-12 Created: 2019-07-12 Last updated: 2019-08-19Bibliographically approved
  • 2.
    Lindqvist, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Holmström Wirf, Li
    Rosendals skola, Linköping.
    Perspektiv på specialpedagogisk verksamhet2016In: Specialpedagogik: i, om, för och med praktiken / [ed] Anna-Lena Eriksson-Gustavsson, Karin Forslund Frykedal, Marcus Samuelsson, Stockholm: Liber, 2016, 1, p. 13-19Chapter in book (Other academic)
  • 3.
    Lindqvist, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Weurlander, Maria
    Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Stockholm, Sweden; CLINTEC, Karolinska Institutet, Stockholm, Sweden.
    Wernerson, Annika
    CLINTEC, Karolinska Institutet, Stockholm, Sweden.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations2019In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Article in journal (Refereed)
    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.

  • 4.
    Lindqvist, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Weurlander, Maria
    Karolinska Institutet, CLINTEC, Stockholm, Sweden / Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Stockholm, Sweden.
    Wernerson, Annika
    Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Stockholm, Sweden.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Conflicts viewed through the micro-political lens: beginning teachers’ coping strategies for emotionally challenging situations2019In: Research Papers in Education, ISSN 0267-1522, p. 1-20Article in journal (Refereed)
    Abstract [en]

    The aim of the present study was to use the narratives of beginning teachers to investigate the emotionally challenging situations they face, with a focus on how their perspectives and definitions of such situations guided their actions and made coping possible. A short term longitudinal qualitative interview study was adopted. Twenty participants were interviewed at the outset of their last year of teacher education and then followed up with an interview at their first year of teaching. In between self-reports were written in addition to the interviews. The material was analysed using constructivist grounded theory tools. The findings show that new teachers experienced conflicts that were both interpersonal (with students, parents and colleagues) and intrapersonal (being ‘good enough’; establishing boundaries related to time and engagement; suppression of emotions) as they started out in teaching. In order to cope with these challenges, the beginning teachers used various strategies including collaboration, conformity, influencing and autonomy.

  • 5.
    Lindqvist, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Weurlander, Maria
    Wernerson, Annika
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Talk of Teacher Burnout among Student Teachers.2018Conference paper (Refereed)
    Abstract [en]

    Student teachers recurrently and spontaneously talk of burnout when considering coping with future teacher duties. The following paper aims to investigate how student teachers relate to the concept of burnout before starting to teach. In this qualitative constructivist grounded theory, data material from four focus groups and 52 semi-structured interviews (N=67) were analyzed. Findings reveal that student teachers use the concepts of burnout as the ultimate and potential risk of not being able to cope with future teacher duties. In using this talk of teachers as prone to suffer burnout, student teachers portrayed the work of teaching as negotiations of individual boundaries to protect against work demands. The student teachers saw these negotiations as part of future teaching endeavors.

1 - 5 of 5
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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