Search results for: Lindqvist Henrik
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Change advocacy as coping strategy: how beginning teachers cope with emotionally challenging situations
Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges. The aim of the study was to investigate how teachers in their last year as student teachers and their first year as teachers make meaning of a change advocacy strategy to cope with challenging situations as teachers. A qualitative interview study was performed. Twenty-five participants were interviewed while studying in their last year of teacher education, and 20 were interviewed again after having worked as a teacher for a year. In between, 68 self-reports were collected. The material was analysed using constructivist grounded theory tools. The findings show that as student teachers the participants identified two prerequisites to be able to use the change advocacy strategy as beginning teachers: (1) establishing teacher ambiguity and (2) challenging the perceived negative mindset. When utilising a change advocacy strategy as beginning teachers, the participants tried to reform teaching practices and attain a position of competence.
Updated: Mar. 29, 2022
Teacher education involves encountering ethical dilemmas connected to teaching. Student teachers’ ethical dilemmas sometimes occur when ideals clash with experiences. The current study focuses on the challenges experienced by student teachers during work placement education. The aim of the study was to investigate ethical dilemmas student teachers experienced during work placement education, using the sensitising concept of the notion of care. The data consist of semi-structured interviews from 22 student teachers and were analysed using a constructivist grounded theory framework. The findings show that the ethical dilemmas reported by the student teachers regarded two influential agents in work placement education: pupils and teachers. Concerning pupils, the dilemmas involved encountering pupils living in poor circumstances as well as experiencing aggression from and among pupils. When it comes to teachers, dilemmatic experiences stemmed from teachers who were disillusioned and derogatory talk in the teacher lounge.
Updated: Mar. 07, 2022
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.
Updated: May. 09, 2020