Emotions Involved in Encountering Classroom Diversity: Beginning Teachers' Stories

Autor/inn/en	Hyry-Beihammer, Eeva Kaisa; Jokikokko, Katri; Uitto, Minna
Titel	Emotions Involved in Encountering Classroom Diversity: Beginning Teachers' Stories
Quelle	In: British Educational Research Journal, 45 (2019) 6, S.1124-1139 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3554
Schlagwörter	Beginning Teachers; Classroom Environment; Student Diversity; Emotional Response; Personal Narratives; Foreign Countries; Moral Values; Teacher Student Relationship; Finland + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Klassenklima; Unterrichtsklima; Emotionales Verhalten; Erlebniserzählung; Ausland; Moral value; Ethischer Wert; Teacher student relationships; Lehrer-Schüler-Beziehung; Finnland
Abstract	This article addresses emotions involved in encountering classroom diversity as appearing in beginning teachers' stories. Previous research has pointed out that teachers' emotions related to growing classroom diversity are seldom addressed, although increasing classroom diversity has been distinguished as a significant emotional challenge for teachers. In this article, teachers' work is viewed as relational and moral work, in which emotions are inherently present. We conceptualise emotions as simultaneously social and individual. Instead of predefining the term 'diversity', we are interested in what kind of classroom diversity seems to become meaningful in teachers' stories. The data consists of narrative interviews with seven Finnish beginning teachers. The findings illustrate how, in beginning teachers' stories, students are both categorised and approached as unique individuals. Furthermore, the findings show diverse ways that emotions are present in teachers' stories about classroom diversity, and how the working community also affects teachers' emotions. We argue that teachers' stories related to emotions and classroom diversity can be interpreted as moral negotiations, in which teachers' own values and ideas of teaching are challenged. The findings of this article may add understanding of teacher-student relationships in diverse classrooms, and are also significant for teacher educators and teacher education programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01