Search results for: Newberry Melissa
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Are you positive that you’re positive?: The downside to maintaining positivity as a first-year teacher
This year-long qualitative study follows a new teacher, who had self-identified as a ‘positive person’, through her first year in the classroom to explore the ways in which she maintained that disposition in the face of the difficulties that the work of teaching entails. Using a lens of emotion states and traits, we catalogued several different strategies this teacher used to return to her ‘positive’ emotion trait. A close examination of the data through I-Poems revealed that the very strategies she used were a type of avoidance from situations that produced uncomfortable emotion states. This avoidance contributed to a false sense of positivity, a dissonant between the teacher’s reported experiences and her perceived sense of self, gradually leading to burnout. The focus on maintaining her desired emotion trait distracted from the need to process her emotional experiences to improve her practice. Implications for teaching and teacher education are discussed.
Updated: Mar. 29, 2022
This auto-ethnography focuses on the process of developing a teacher educator identity for the new teacher educator whose career path did not begin in the Pre K-12 setting. By examining her own experience the author explores the tensions and difficulties that beset new nontraditional faculty of teacher education and compare them to those of traditional teacher educators.
Updated: Dec. 20, 2016
The purpose of this study was to understand in what ways a teacher negotiated her relationship with a behaviorally challenging student throughout the school year. Four relationship phases, which are constantly revisited while establishing and maintaining relationships, were identified. Understandings of how relationships work, the effort required to maintain them and the support necessary for teachers are discussed.
Updated: Apr. 27, 2011
The Role of Elementary Teachers’ Conceptions of Closeness to Students on Their Differential Behaviour in the Classroom
The purpose of this project was to examine elementary school teachers’ conceptions of closeness using a structured interview protocol. Participants included three Caucasian teachers from the United States. Specifically, as part of the protocol, teachers were asked to (1) rate their feelings of closeness for each of the students in their class, (2) describe each relationship, (3) identify patterns of interpersonal closeness and distance across their class, and (4) talk about their understanding of what it means to be close to students.
Updated: Jan. 19, 2009