Reproducing Successful Rituals in Bad Times: Exploring Emotional Interactions of a New Science Teacher

Autor/inn/en	Ritchie, Stephen M.; Tobin, Kenneth; Hudson, Peter; Roth, Wolff-Michael; Mergard, Victoria
Titel	Reproducing Successful Rituals in Bad Times: Exploring Emotional Interactions of a New Science Teacher
Quelle	In: Science Education, 95 (2011) 4, S.745-765 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20440
Schlagwörter	Foreign Countries; Teaching (Occupation); Beginning Teachers; Emotional Adjustment; Teaching Conditions; Grade 7; Mathematics Teachers; Science Teachers; Religious Education; Video Technology; Teacher Student Relationship; Content Analysis; Coding; Humor; Teacher Attitudes; Classroom Environment; Classroom Communication; Private Schools; Australia + Suchen Sie Ihr Suchwort? Ausland; Teaching; Lehrberuf; Junior teacher; Junglehrer; Emotionale Anpassung; Lehrbedingungen; Unterrichtsbedingungen; School year 07; 7. Schuljahr; Schuljahr 07; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Teacher student relationships; Lehrer-Schüler-Beziehung; Inhaltsanalyse; Codierung; Programmierung; Humoristische Darstellung; Lehrerverhalten; Klassenklima; Unterrichtsklima; Klassengespräch; Private school; Privatschule; Australien
Abstract	Teaching is emotional work. This is especially the case in the first years of teaching when new teachers are particularly vulnerable. By understanding changes in teacher emotions in the early years of teaching, we hope to identify strategies that might ultimately reduce teacher attrition. As part of a larger study of the transition of new teachers to the profession, this ethnographic case study explores how a new science teacher produced and reproduced positive emotional interaction rituals with her students in her first year of teaching. We show how dialogical interactions were positive and satisfying experiences for the teacher, and how they were reproduced successfully in different contexts. We also illustrate how both teacher and students used humor to create a structure for dialogical interactions. During these successful interactions, the students used shared resources to satisfy their teacher that they were engaging in the relevant science content. The implications of what we have learned for the professional development of new teachers are discussed in relation to an expanded understanding of teacher emotions. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10