From Anxiety to Enthusiasm: Emotional Patterns among Student Teachers

Autor/inn/en	Anttila, Henrika; Pyhältö, Kirsi; Soini, Tiina; Pietarinen, Janne
Titel	From Anxiety to Enthusiasm: Emotional Patterns among Student Teachers
Quelle	In: European Journal of Teacher Education, 40 (2017) 4, S.447-464 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1349095
Schlagwörter	Anxiety; Emotional Response; Social Support Groups; Teacher Education; Student Teachers; Content Analysis; Qualitative Research; Elementary School Teachers; Interviews; Graduate Students; Foreign Countries; Student Teacher Attitudes; Finland + Suchen Sie Ihr Suchwort? Angst; Emotionales Verhalten; Social support; Soziale Unterstützung; Lehrerausbildung; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Inhaltsanalyse; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Finnland
Abstract	Studying to become a teacher is a highly emotional experience. Nevertheless, little is known about emotional patterns and emotional change. The aim of this study is to enhance the understanding of student teachers' academic emotions by exploring patterns of emotions experienced in emotionally loaded episodes. A total of 19 primary school student teachers were interviewed. The qualitative content analysis revealed five different emotional patterns: positive, negative, ascending, descending and changing. Most of the emotional patterns were positive or changing in nature. Yet all the emotional patterns were highly focused on studying and learning. Moreover, the patterns were experienced equally in short, medium-length and long episodes. Our study showed that emotional patterns were triggered by various task-related elements of teacher education: most commonly, fulfilled or unfilled expectations, sufficient or insufficient abilities, and experiences of social support received or not received. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01