Search results for: Emotions
Page 2/5 47 items
'I Need To Be Strong and Competent’: A Narrative Inquiry of a Student-Teacher’s Emotions and Identities in Teaching Practicum
This study, drawing upon the approach of narrative inquiry, explores how a student-teacher – Ming – negotiated and navigated conflicting emotions in the process of becoming a teacher. The findings reveal that while Ming experienced some negative feelings in his work, which challenged his self-belief as a teacher, the positive emotions derived from his students’ progress and recognition contributed to his teacher identity. However, due to the constraints imposed by his mentor and the school context, his negative emotions gradually escalated, posing severe impediments to his teacher identity.
Updated: Sep. 04, 2017
Embodying Pre-Tense Conditions for Research among Teacher Educators in the Australian University Sector: A Bourdieusian Analysis of Ethico-Emotive Suffering
The authors argue that government-run assessments, such as Excellence in Research for Australia, and localised institutional strategies developed in response, provoke “pre-tense” conditions that unsettle institutions of the Australian university sector regarding future claims for research status. Drawing on interviews with an early- and a mid-career teacher educator, both of whom evidence significant research aspirations,the authorse portray and analyse their ethico-emotive sufferings, linked to contemporary pre-tense conditions in which they work, which thwart their dispositions to do research.
Updated: Jul. 05, 2017
The article suggests that narrative interaction in student teacher peer groups is an important context for emotional identification with culturally available teacher identities. It addresses issues pointed out as problematic in research on teacher identity formation: focus on the individual and the underestimation of context.
Updated: Jun. 05, 2016
This study had two objectives: (1) to analyse the relationship between prospective primary teachers’ recall of emotions in school science classes as pupils themselves and their expectations of emotion as future teachers and (2) to analyse the relationship between their self-efficacy and the emotions that they expect to experience as future science teachers, differentiating between the content of the ‘nature sciences’ and that of the ‘hard sciences’. The results show that prospective primary teachers have completely different emotions about their future teaching according to whether the content is related to the nature sciences or the hard sciences. Positive emotions predominate for the nature sciences, while for the hard sciences the predominant emotions are all negative.
Updated: Mar. 01, 2016
An Educational and Treatment Model of an Alternative to Detention for Unaccompanied Minors from Africa in Israel: The Placement of Adolescents from Eritrea and Sudan, in Residential Schools
Most of the young refugees crossing the border to Israel lack any documents. The first stage after being caught by law enforcement agencies is placement in immigrant detention centers. One of the challenges of societies and countries that are committed to the values of safeguarding human rights is to find alternatives to the detention of unaccompanied minors. The experience described herein is a rather successful model practiced in Israel whereby unaccompanied adolescents (age 14-17) are placed in residential schools called 'youth villages' as an alternative to detention.
Updated: Feb. 07, 2016
The purpose of this study was to investigate what kind of emotions are significant as identity shaping for student teachers. The findings show that both positive and negative emotions influence the teaching experiences of the students. In addition, the study reveal that negative emotions exercised the strongest influence. Furthermore, it show that strong negative emotions were expressed related to teachers and supervisors.
Updated: Nov. 23, 2015
The main objective of the present study was to explore if students and teachers perceive the same antecedents of students’ boredom. The authors asked students to report the reasons for their boredom and compared the teachers’ perceptions to the students’ answers. The results show that students were able to describe the antecedents of their boredom profoundly and in detail. The comparison of students’ and teachers’ perspectives revealed a strong correspondence. The results reveal that most of the antecedents named by students were also mentioned by teachers with only the exception of the student category teacher’s personality.
Updated: Oct. 13, 2015
This article aims to guide language teacher educators to address novice teacher emotion systematically in the learning-to-teach experience. The authors used a scheme of a complete orienting basis of the action (SCOBA) to orient language teacher educators as they respond to novice teacher emotions in the activity of journal writing. This analysis demonstrates that emotional content is pervasive in this novice teacher’s journals, and that her emotions are tied to her perezhivanie and her thinking about and activity/outcomes of her teaching. The authors argue that the SCOBA highlights that teacher expression of emotion is intertwined with cognition and activity as part of the developmental process of beginning teachers, and can be addressed in mediation.
Updated: Mar. 03, 2015
This article has tried to describe the general perceptions of student teachers regarding four major dimensions of their teaching practice: (i) learning and supervision; (ii) professional and institutional socialisation; (iii) emotional and physical impact; and (iv) career aspects. The findings reveal that the participants perceive teaching practice is perceived as a particularly stressful and demanding period, which involves considerable amounts of distress, changes in psycho-physiological patterns and an increasing sense of weariness and ‘vulnerability’. Despite these difficulties, data also reveal student teachers’ positive perceptions regarding their growing knowledge and skilfulness, their increasing sense of efficacy, flexibility and spontaneity in their performance and interactions, as well as the awareness of having achieved reasonable levels of acceptance and recognition amongst the school community.
Updated: Nov. 18, 2014
This research set out to examine the contribution of narrative analysis of a hidden story to the potential reassessment of the narrator’s self and identity. The phenomenon of ‘hidden stories’ is presented here through an exemplary story told by a woman teacher, who revealed it for the first time in a seminar work, employing narrative analysis to examine its long-term effect on her. The findings reveal how narrative analysis facilitated the teacher's in-depth understanding of her identity at different life stages, thereby enabling her to reconstruct it anew. The story of the autobiographical event and its analysis helped the teacher not only to free herself from the difficult event that she had undergone as a young pupil, and had hidden for such a long time, but also to confront it face to face and conduct a deep internal dialogue with it.
Updated: Jun. 09, 2014