Workplace-Based Relational Dynamics and Beginning Elementary Teachers' Emotions

Autor/in	O'Sullivan, Daniel
Titel	Workplace-Based Relational Dynamics and Beginning Elementary Teachers' Emotions
Quelle	(2017), (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Work Environment; Beginning Teachers; Elementary School Teachers; Emotional Response; Teacher Attitudes; Collegiality; Parent Teacher Cooperation; Teacher Administrator Relationship; Teacher Student Relationship; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Arbeitsmilieu; Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Emotionales Verhalten; Lehrerverhalten; Kollegialität; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Irland
Abstract	The focus of this study centres on how emotions are implicated in the processes of early professional practice, among nine beginning elementary teachers in Ireland, during the course of their initial year of workplace practice, post-graduation. Adopting a multiperspectival approach, which locates emotions in the liminal space between the "teacher self" and the sociohistorical structures of schooling, this multiple-case study accounts for the influence of a range of workplace-based relational dynamics on the emotionality characteristic of beginning teaching. Individual, semi-structured interviews and the maintenance of digital diaries (e-mail logs), were the methods of data collection employed. Cross-case analysis identified common patterns that recurred across the nine cases. Empirically-based conclusions are presented and the scholarly significance of the study is outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01