Strategies to Cope with Emotionally Challenging Situations in Teacher Education

Autor/in	Lindqvist, Henrik
Titel	Strategies to Cope with Emotionally Challenging Situations in Teacher Education
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 45 (2019) 5, S.540-552 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lindqvist, Henrik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2019.1674565
Schlagwörter	Foreign Countries; Student Teachers; Preservice Teacher Education; Elementary School Teachers; Coping; Stress Management; Teaching Experience; Student Teacher Attitudes; Attitude Change; Advocacy; Social Support Groups; Sweden + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bewältigung; Stressmanagement; Stressbewältigung; Attitudinal change; Einstellungsänderung; Sozialanwaltschaft; Social support; Soziale Unterstützung; Schweden
Abstract	Learning to teach is an emotional endeavour and student teachers challenging emotions are recurrently created in teacher education. The aim of this study was to investigate student teachers' coping with emotionally challenging situations in teacher education. In the study, 22 student teachers studying their last year of teacher education participated through semi-structured interviews. The data were analysed using constructivist grounded theory methodology. The findings revealed that coping with emotionally challenging situations was connected to student teachers' main concern of the discrepancies between idealistic conceptions and experiences. This included wanting to have an extensive impact on future pupils as a student teacher and experiencing the ambition as potentially exhausting. In coping with this discrepancy, three strategies were used: change advocacy, collective sharing and responsibility reduction. The coping strategies are discussed in the light of existing literature and potential implications are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01