Literaturnachweis - Detailanzeige
Autor/inn/en | Nichols, Sharon L.; Schutz, Paul A.; Rodgers, Kelly; Bilica, Kimberly |
---|---|
Titel | Early Career Teachers' Emotion and Emerging Teacher Identities |
Quelle | In: Teachers and Teaching: Theory and Practice, 23 (2017) 4, S.406-421 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1354-0602 |
DOI | 10.1080/13540602.2016.1211099 |
Schlagwörter | Beginning Teachers; Mathematics Teachers; Science Teachers; Emotional Response; Psychological Patterns; Professional Identity; Reflective Teaching; Faculty Development; Phenomenology; Secondary School Teachers; Grounded Theory; Coding; Teacher Attitudes; Beliefs; Attribution Theory; Emotional Adjustment; Semi Structured Interviews Junior teacher; Junglehrer; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Emotionales Verhalten; Phenomenological psychology; Phänomenologie; Psychologie; Codierung; Programmierung; Lehrerverhalten; Belief; Glaube; Emotionale Anpassung |
Abstract | The goal of our project was to develop an understanding of the connections among emotional episodes and emerging professional teacher identities of first year teachers. We interviewed eight first year mathematics and science teachers. We asked them to reflect on emotional episodes and talk about how those emotions informed their teaching identities. Our data yielded a model of "identity-work" that reflected the teachers' engagement in a reflective process of understanding themselves as it related to those emotional episodes. Our model includes four key processes: (1) Teacher incoming identity beliefs; (2) Teacher identity emotional episodes; (3) Teacher attributions and (4) Identity adjustment. All of our teachers exhibited a form of this process with some teachers elaborating on the ways in which pleasant emotional experiences confirmed their identities and others elaborating on the ways in which unpleasant emotional experiences caused them to confront and/or adjust their emergent identities. Implications for future research and teacher education are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |