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  • 1.
    Lindqvist, Henrik
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Strategies to cope with emotionally challenging situations in teacher education2019Ingår i: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, s. 1-13Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Learning to teach is an emotional endeavour and student teachers challenging emotions are recurrently created in teacher education. The aim of this study was to investigate student teachers'€™ coping with emotionally challenging situations in teacher education. In the study, 22 student teachers studying their last year of teacher education participated through semi-structured interviews. The data were analysed using constructivist grounded theory methodology. The findings revealed that coping with emotionally challenging situations was connected to student teachers’ main concern of the discrepancies between idealistic conceptions and experiences. This included wanting to have an extensive impact on future pupils as a student teacher and experiencing the ambition as potentially exhausting. In coping with this discrepancy, three strategies were used: change advocacy, collective sharing and responsibility reduction. The coping strategies are discussed in the light of existing literature and potential implications are addressed.

  • 2.
    Lindqvist, Henrik
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Student teachers’ and beginning teachers’ coping with emotionally challenging situations2019Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    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.

    Delarbeten
    1. Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations
    Öppna denna publikation i ny flik eller fönster >>Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations
    2017 (Engelska)Ingår i: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 64, s. 270-279Artikel i tidskrift (Refereegranskat) 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.

    Nyckelord
    Student teacher; Teacher education; Professional inadequacy; Teacher identity; Coping
    Nationell ämneskategori
    Pedagogik
    Identifikatorer
    urn:nbn:se:liu:diva-135071 (URN)10.1016/j.tate.2017.02.019 (DOI)000399265900023 ()
    Anmärkning

    Funding agencies: Swedish Research Council [2013-2310]

    Tillgänglig från: 2017-03-08 Skapad: 2017-03-08 Senast uppdaterad: 2019-04-29
    2. Strategies to cope with emotionally challenging situations in teacher education
    Öppna denna publikation i ny flik eller fönster >>Strategies to cope with emotionally challenging situations in teacher education
    2019 (Engelska)Ingår i: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, s. 1-13Artikel i tidskrift (Refereegranskat) Published
    Abstract [en]

    Learning to teach is an emotional endeavour and student teachers challenging emotions are recurrently created in teacher education. The aim of this study was to investigate student teachers'€™ coping with emotionally challenging situations in teacher education. In the study, 22 student teachers studying their last year of teacher education participated through semi-structured interviews. The data were analysed using constructivist grounded theory methodology. The findings revealed that coping with emotionally challenging situations was connected to student teachers’ main concern of the discrepancies between idealistic conceptions and experiences. This included wanting to have an extensive impact on future pupils as a student teacher and experiencing the ambition as potentially exhausting. In coping with this discrepancy, three strategies were used: change advocacy, collective sharing and responsibility reduction. The coping strategies are discussed in the light of existing literature and potential implications are addressed.

    Ort, förlag, år, upplaga, sidor
    Routledge, 2019
    Nationell ämneskategori
    Lärande Pedagogik
    Identifikatorer
    urn:nbn:se:liu:diva-160828 (URN)10.1080/02607476.2019.1674565 (DOI)
    Tillgänglig från: 2019-10-10 Skapad: 2019-10-10 Senast uppdaterad: 2019-10-10
    3. Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations
    Öppna denna publikation i ny flik eller fönster >>Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations
    2019 (Engelska)Ingår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Artikel i tidskrift (Refereegranskat) 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.

    Ort, förlag, år, upplaga, sidor
    Routledge, 2019
    Nyckelord
    Student teachers; coping; teacher education; boundaries
    Nationell ämneskategori
    Pedagogiskt arbete
    Identifikatorer
    urn:nbn:se:liu:diva-159693 (URN)10.1080/02619768.2019.1652904 (DOI)000480615400001 ()
    Anmärkning

    Funding agencies: Vetenskapsradet [721-2013-2310]

    Tillgänglig från: 2019-08-19 Skapad: 2019-08-19 Senast uppdaterad: 2019-09-06
    4. Conflicts viewed through the micro-political lens: beginning teachers’ coping strategies for emotionally challenging situations
    Öppna denna publikation i ny flik eller fönster >>Conflicts viewed through the micro-political lens: beginning teachers’ coping strategies for emotionally challenging situations
    2019 (Engelska)Ingår i: Research Papers in Education, ISSN 0267-1522, s. 1-20Artikel i tidskrift (Refereegranskat) 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.

    Ort, förlag, år, upplaga, sidor
    Routledge, 2019
    Nationell ämneskategori
    Pedagogik
    Identifikatorer
    urn:nbn:se:liu:diva-158709 (URN)10.1080/02671522.2019.1633559 (DOI)000475174700001 ()
    Anmärkning

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

    Tillgänglig från: 2019-07-12 Skapad: 2019-07-12 Senast uppdaterad: 2019-08-19Bibliografiskt granskad
  • 3.
    Lindqvist, Henrik
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Holmström Wirf, Li
    Rosendals skola, Linköping.
    Perspektiv på specialpedagogisk verksamhet2016Ingår i: Specialpedagogik: i, om, för och med praktiken / [ed] Anna-Lena Eriksson-Gustavsson, Karin Forslund Frykedal, Marcus Samuelsson, Stockholm: Liber, 2016, 1, s. 13-19Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 4.
    Lindqvist, Henrik
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    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
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations2019Ingår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Artikel i tidskrift (Refereegranskat)
    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.

  • 5.
    Lindqvist, Henrik
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    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
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Conflicts viewed through the micro-political lens: beginning teachers’ coping strategies for emotionally challenging situations2019Ingår i: Research Papers in Education, ISSN 0267-1522, s. 1-20Artikel i tidskrift (Refereegranskat)
    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.

  • 6.
    Lindqvist, Henrik
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Weurlander, Maria
    Wernerson, Annika
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Talk of Teacher Burnout among Student Teachers.2018Konferensbidrag (Refereegranskat)
    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 - 6 av 6
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