'I Feel, Therefore I Am': Unpacking Preservice Physical Education Teachers' Emotions

Autor/inn/en	González-Calvo, Gustavo; Varea, Valeria; Martínez-Álvarez, Lucio
Titel	'I Feel, Therefore I Am': Unpacking Preservice Physical Education Teachers' Emotions
Quelle	In: Sport, Education and Society, 25 (2020) 5, S.543-555 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (González-Calvo, Gustavo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2019.1620202
Schlagwörter	Preservice Teachers; Physical Education Teachers; Psychological Patterns; Student Journals; Human Body; Practicums; Foreign Countries; Emotional Experience; Spain + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Studentenzeitung; Menschlicher Körper; Practicum; Praktikum; Praktika; Ausland; Spanien
Abstract	The teaching profession requires an understanding of teachers' and students' emotions, and teachers' emotions can influence their teaching practice, professional development and pedagogical approaches. Furthermore, emotions are embodied and they may have a detrimental effect on wellbeing if they are not addressed properly. This paper explores the emotional dimensions of preservice primary teachers' practicum experiences in physical education (PE). Body journals were used to collect data which were analysed using a Sociology of Emotions (SoE) approach. The findings revealed that preservice teachers' emotions manifest physically during their practicum, especially at particular junctures, such as at the beginning of their teaching. Preservice teachers felt the need to make a 'good impression' within the school through the regulation of their emotions as they faced continual challenges to succeed in unfamiliar teaching circumstances. The conclusions of this study demonstrate the benefits of providing opportunities for preservice PE teachers to reflect on their emotions during the practicum and the consequences that these may have on their bodies and teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01