Boundaries as a Coping Strategy: Emotional Labour and Relationship Maintenance in Distressing Teacher Education Situations

Autor/inn/en	Lindqvist, Henrik; Weurlander, Maria; Wernerson, Annika; Thornberg, Robert
Titel	Boundaries as a Coping Strategy: Emotional Labour and Relationship Maintenance in Distressing Teacher Education Situations
Quelle	In: European Journal of Teacher Education, 42 (2019) 5, S.634-649 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lindqvist, Henrik) ORCID (Weurlander, Maria) ORCID (Wernerson, Annika) ORCID (Thornberg, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1652904
Schlagwörter	Coping; Teacher Education; Student Teacher Attitudes; Student Teachers; Stress Variables; Emotional Response; Professionalism; Self Control; Foreign Countries; Elementary Secondary Education; Educational Resources; Interpersonal Relationship; Teacher Student Relationship; Parent Teacher Cooperation; Psychological Patterns; Sweden + Suchen Sie Ihr Suchwort? Bewältigung; Lehrerausbildung; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Emotionales Verhalten; Professionalität; Selbstbeherrschung; Ausland; Bildungsmittel; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Schweden
Abstract	Student teachers have to cope with distressing emotions during teacher education. Coping is important in relation to both attrition and bridging the gap between being a student teacher and starting work. The data consist of semi-structured interviews with 25 student teachers, which were analysed using a constructivist grounded theory framework. The aim of the current study was to examine student teachers' perspectives on distressing situations during teacher education, as well as how boundaries were established as a way of coping with emotions related to these situations. The findings show that the student teachers' main concern was to make sense of the imbalance between resources and the demands placed by distressing situations. As a coping strategy, student teachers established professional boundaries linked to emotional labour and relationship maintenance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01