Responding to Worldview Threats in the Classroom: An Exploratory Study of Preservice Teachers

Autor/inn/en	van Kessel, Cathryn; Jacobs, Nicholas; Catena, Francesca; Edmondson, Kimberly
Titel	Responding to Worldview Threats in the Classroom: An Exploratory Study of Preservice Teachers
Quelle	In: Journal of Teacher Education, 73 (2022) 1, S.97-109 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Kessel, Cathryn) ORCID (Jacobs, Nicholas) ORCID (Edmondson, Kimberly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871211051991
Schlagwörter	World Views; Preservice Teachers; Preservice Teacher Education; Practicums; Foreign Countries; Self Esteem; Capacity Building; Conflict; Terrorism; Teacher Student Relationship; Teacher Behavior; Emotional Response; Affective Behavior; Canada + Suchen Sie Ihr Suchwort? World view; Weltanschauung; Lehramtsstudiengang; Lehrerausbildung; Practicum; Praktikum; Praktika; Ausland; Self-esteem; Selbstaufmerksamkeit; Konflikt; Terrorismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Lehrerverhalten; Emotionales Verhalten; Affective disturbance; Active behaviour; Affektive Störung; Kanada
Abstract	This study used two training sessions and two focus groups with 17 preservice teachers (aged 20-36) completing their first teaching practicum placement during their Bachelor of Education program at an urban research university in western Canada. The aim was to implement ideas from terror management theory (TMT) during their teaching practicum. Participants explored how to facilitate contentious issues so as to prevent defensive reactions when worldviews clash in the classroom. A dramaturgical analysis identified participant objectives, conflicts, tactics, attitudes, emotions, and subtexts as they explored how to anticipate and avoid worldview and self-esteem threat, navigate tense pedagogical spaces, build capacity for expressing uncomfortable emotions, and diffuse threat with humor. Because difficult emotions are central to teaching potentially polarizing content, participating preservice teachers explored when compensatory reactions might emerge and, as a result, developed their own emotional awareness--TMT became both an experience and a teachable theory. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01