Early Career Teachers' Emotion and Emerging Teacher Identities

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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