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- Barman, Linda, 1972-, et al.
(author)
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Hardness or Resignation : How Emotional Challenges During Work‑Based Education Influence the Professional Becoming of Medical Students and Student Teachers
- 2023
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In: Vocations and Learning. - : Springer Nature. - 1874-785X .- 1874-7868.
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Journal article (peer-reviewed)abstract
- This paper addresses how emotionally challenging experiences during work-basededucation may influence the professional becoming of student teachers and medicalstudents. We conducted a qualitative analysis of eight focus group interviewswith undergraduates from two universities in Sweden who studied to become eitherphysicians or teachers, and interpreted their experiences through Wenger’s theory ofcommunities of practice. The findings show that students’ ideal view of how to becaring in their aspiring professional role as physician or teacher collided with existingpractices, which affected them emotionally. In particular, the students found itchallenging when norms and practices differed from their values of professionalismand when the professional culture within practices reflected hardness (physicians) orresignation (teachers). Both medical students and student teachers experienced thatprofessional decision making and legitimacy challenged them emotionally, howeverin different ways and for different reasons. This study makes visible both generaland specific aspects of how students view their future role in the welfare sector andchallenging dimensions of professional practice. The findings bring into focus thequestion of how professional education can support students’ professional becomingin relation to their emotional challenges.
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- Lindqvist, Henrik, 1978-, et al.
(author)
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Constructivist grounded theory and educational research : Constructing theories about teachers’ work when analysing relationships between codes
- 2023
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In: International Journal of Research and Method in Education. - Abingdon, Oxon, United Kingdom : Routledge. - 1743-727X .- 1743-7288. ; 46:2, s. 200-210
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Journal article (peer-reviewed)abstract
- Constructivist grounded theory has earned a place in research worldwide and been applied in diverse fields. However, in educational research of teachers’ work in the classroom from the perspective of the teacher, it has had a lesser impact on research methodology. We argue for the benefits to educational research when using a constructivist grounded theory methodology. Our arguments focus on three concrete benefits: (1) Constructivist grounded theory focuses on participants’ perspectives, or main concerns, (2) by using an open, exploratory approach, and, (3) could involve investigating the relationships between the focused codes, preferably by using theoretical coding. We argue that constructivist grounded theory adds an analytical edge to work in classrooms, when skilfully deployed. These benefits with constructivist grounded theory differentiate the approach against other qualitative methods. Another important feature is focusing on the actions, and social processes, and thus making use of several theoretical codes. As we will outline in this paper, these features of constructivist grounded theory could help produce theoretical insights that could be valuable additions to educational research and educational practices
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| 5. |
- Lindqvist, Henrik, 1978-
(author)
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Handledares perspektiv på lärarstudenters känslomässiga utmaningar under VFU
- 2023
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In: Venue. - : Linköping University Electronic Press. - 2001-788X.
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Journal article (other academic/artistic)abstract
- Verksamhetsförlagdutbildning (VFU) är viktig del i lärarstudenters utbildning. Under VFU möter lärarstudenter situationer som de rapporterar som känslomässigt ansträngande, så som till exempel konflikter med elever. Handledning under VFU är en viktig del av lärarutbildningen, och handledarnas perspektiv på lärarstudenters utmaningar under VFU kan påverka deras handledning.
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- Lindqvist, Henrik, 1978-, et al.
(author)
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Mentor teachers’ perspectives of student teachers’ emotional challenges
- 2023
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Conference paper (other academic/artistic)abstract
- Learning to work as a teacher in teacher education includes encountering schools during work-based learning. This period includes having mentoring teachers assigned to support student teachers in acquiring teaching skills and guiding in understanding teachers’ work. Mentoring conversations are commonly carried out, but rarely focus on student teachers’ coping with emotional challenges. Therefore, we aimed to investigate mentoring teachers’ perspectives on scenarios on student teachers’ reported emotional challenges. We conducted a constructivist grounded theory study where 22 mentoring teachers were interviewed, using scenarios from student teachers’ narratives. The data were analysed through initial, focused, and theoretical coding. The findings show that mentoring teachers’ main concern was that student teachers should consider all situations, including emotionally challenging episodes, as opportunities for learning. When discussing the scenarios, they emphasized strategies that involved regulating, engaging/helping, being exemplary, and taking charge. The findings are discussed in relation to existing literature on mentoring. This study is theoretical and educational significant as we use the perspectives of the mentoring teachers in relation to student teachers’ emotional challenges. Mentoring teachers’ perspectives are important, if we want student teachers experiences during work-based learning to soften the practice shock associated with being a new teacher.
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| 8. |
- Lindqvist, Henrik, 1978-, et al.
(author)
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The emotional journey of the beginning teacher : Phases and coping strategies
- 2023
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In: Research Papers in Education. - Abingdon, Oxon, United Kingdom : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 38:4, s. 615-635
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Journal article (peer-reviewed)abstract
- Research on the transition from teacher education to beginning to teach have focused on the ability to teach, as well as on classroom practices, and how complicated socialisation processes impede developing skills when starting to teach. The aim of the study was to investigate emotionally challenging situations during teacher education and when starting to teach, with a focus on how the participants’ perspectives and coping strategies changed over time. In this study, 20 participants were followed during their final year of teacher education and into their first year of teaching. Data was collected through interviews and written self-reports. A constructivist grounded theory methodology was adopted. We found that new teachers experience three main emotional phases as they move from teacher education and into teaching, namely (1) opposite positions, (2) enthusiasm mingled with fear, and (3) a rollercoaster of emotions. Emotions and coping strategies linked with the phases are illustrated, and practical implications are discussed.
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| 10. |
- Lindqvist, Henrik, 1978-, et al.
(author)
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Work-based learning partnerships: mentor-teachers’ perceptions of student teachers’ challenges
- 2023
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In: Educational research (Windsor. Print). - : Informa UK Limited. - 0013-1881 .- 1469-5847. ; 65:3, s. 392-407
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Journal article (peer-reviewed)abstract
- Background: For prospective teachers, the school-based learning component of their teacher education programme is a crucial, and often demanding, part of becoming a teacher. During this time, mentor-teachers work in close collaboration with student teachers, who are often teaching in an actual school setting for the first time. As the relationship between mentor-teacher and student teacher is pivotal to the quality of work-based learning and to supporting the professional development of prospective teachers, more needs to be understood about this complex dynamic. Purpose: Our study aimed to contribute to this area by investigating, from the viewpoint of mentor-teachers, how student teachers respond to the demands of work-based learning. It had a particular focus on mentor-teachers’ perceptions of student teachers’ emotional challenges associated with teaching and engagement. Methods: Data consisted of interviews with 22 experienced mentor -teachers from five different municipalities. Data were analysed qualitatively, using tools aligned with a constructivist grounded theory approach. Findings: Describing teaching as a complex practice, the mentor-teachers regarded proactive engagement in developing professionalism, and ability to make appropriately differentiated adjustments to their teaching as important criteria in their evaluation of student teacher progression. The mentor-teachers described student teachers’ emotional challenges in relation to these and discussed support strategies. Conclusions: The findings of the study highlight the complex dynamic of work-based learning and the key role that mentor-teachers can play in supporting the development of prospective teachers entering the profession, including the navigation of emotionally challenging situations.
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| 11. |
- Thornberg, Robert, 1968-, et al.
(author)
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Motives for becoming a teacher, coping strategies and teacher efficacy among Swedish student teachers
- 2023
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In: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; , s. 1-19
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Journal article (peer-reviewed)abstract
- The current study examined whether different motives for entering teacher education and different coping strategies in distressful situations during teacher training were associated with teacher efficacy among student teachers. A sample of 517 Swedish student teachers completed a questionnaire. According to the findings from multivariate regression analysis, student teachers who scored higher in intrinsic and altruistic motives and cognitive restructuring, and lower in self-criticism, tended to show greater teacher efficacy.
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| 12. |
- Westerholm, Kristin, 1973-, et al.
(author)
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A dilemmatic space: A qualitative study about teachers’ agency working with early identification of special needs
- 2023
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In: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; , s. 1-15
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Journal article (peer-reviewed)abstract
- The present study focuses on challenges to the work of teachers as a result of a Swedish educational reform that mandates schools guarantee pupils receive early learning support concerning reading, writing, and number sense. The outcome of reforms is connected to how teachers achieve agency in their work , and we use the ecolo-gical model of teacher agency as an overarching theoretical frame-work and analytical dimension. The study involved interviews with 14 teachers, and the focus was on a) how teachers identify pupils in need of support and how this support is carried out, (b) how teachers would like this identification to be carried out, and how teachers would like to support pupils with weak number sense. Teachers described a ‘dilemmatic space’ (cf. Fransson and Grannäs 2013), which affects how they achieved agency in developing pupils’ num-ber sense. The dilemmatic space described by teachers in this study is framed by necessary priorities pertaining to the cultural, structural, and material conditions of the current situation. According to the study’s results, whether teachers should perform the assessment merits discussion. The study concludes there is a risk that conducting assessments and offering support risks cancelling each other out.
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