Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences

Autor/in	Teng, Mark Feng
Titel	Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences
Quelle	In: Australian Journal of Teacher Education, 42 (2017) 11, S.117-134, Artikel 8 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Practicums; Emotional Development; Professional Identity; Interaction; Peer Groups; Emotional Response; English (Second Language); Language Teachers; Second Language Instruction; Foreign Countries; Interpersonal Communication; Meetings; Student Attitudes; Teaching Conditions; Power Structure; Teacher Qualifications; Teacher Participation; Student Role; China + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Practicum; Praktikum; Praktika; Gefühlsbildung; Interaktion; Gleichaltrigengruppe; Peer Group; Emotionales Verhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Ausland; Interpersonale Kommunikation; Meeting; Tagung; Schülerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Lehrqualifikation
Abstract	Pre-service teacher identity research has directed limited attention to the construction and development of professional teacher identity through narrative interaction. An analysis of narrative interactions among pre-service teachers in the present study explored the ways in which they negotiated emotional flux in the process of training to become a teacher. Overall, findings show that emotional flux and identity change are connected, and hidden "emotional rules" are embedded in the teaching practicum. The pre-service teachers' negative emotions gradually escalated due to contextual constraints, hierarchical structures, and lack of support from their mentors. This escalation diminished the development of their teacher identity. However, increasing recognition and progress by their students can stimulate preservice teachers to perceive their assumed roles and reconstruct professional identity. Within the context of exploring this interconnection between teacher emotions and teacher identity, the present study argues that narrative interaction can complement existing knowledge on the subject. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01