Coping with Emotionally Challenging Expectations: Japanese Beginning Teachers and Their Relationships with Students' Parents'

Autor/inn/en	Lassila, Erkki T.; Estola, Eila; Kelchtermans, Geert; Uitto, Minna
Titel	Coping with Emotionally Challenging Expectations: Japanese Beginning Teachers and Their Relationships with Students' Parents'
Quelle	In: Teachers and Teaching: Theory and Practice, 27 (2021) 5, S.423-437 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lassila, Erkki T.) ORCID (Estola, Eila) ORCID (Kelchtermans, Geert) ORCID (Uitto, Minna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2021.1933417
Schlagwörter	Coping; Expectation; Emotional Experience; Beginning Teachers; Elementary School Teachers; Secondary School Teachers; Social Behavior; Behavior Standards; Cultural Context; Criticism; Interaction; Parent Teacher Cooperation; Collegiality; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Bewältigung; Expectancy; Erwartung; Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Social behaviour; Soziales Verhalten; Kritik; Interaktion; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kollegialität; Ausland
Abstract	This article examines emotionally challenging expectations in the relationships beginning teachers have with students' parents. The data consist of narrative interviews with 17 Japanese beginning teachers. Due to strong cultural and social norms prescribing appropriate social interactions, Japanese teachers have little leeway in negotiating parents' expectations. We found that beginning teachers described facing three emotionally challenging expectations in their relationships with students' parents: 1) they do not fully understand what is expected of them; 2) they are expected to turn to colleagues for help with difficult issues involving parents; and 3) they are expected to endure and learn from criticism. To cope with these emotionally challenging expectations, beginning teachers perform emotional labour. The article presents a wider understanding of teachers' work as a relational practice and offers insights that can be used to move beyond the discourse that frames beginning teachers from a 'deficit' perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01