Novices ‘in story’: what first-year teachers’ narratives reveal about the shady corners of teaching

Orland‐Barak, Lily; Maskit, Ditza

doi:10.1080/13540602.2011.580520

Cited by 40 publications

(21 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Having someone next to you makes you feel more safe, more confident, less alone. (Marta,week 3) We can see from these narratives that sentiments of isolation were present, which may be associated with working in an unknown context (Beltman, Glass, Dinham, Chalk, & Nguyen, 2015;Orland-Barak & Maskit, 2011;Ozder, 2011;Shoval, Erlich, & Fejgin, 2010). Furthermore, participants were aware they were being observed and felt judged during the practicum, and this also manifested in their bodies.…”

Section: Emotional Manifestations Listening To the Body And First Prmentioning

confidence: 96%

“…A new teacher's emotions are often characterised by enthusiasm and a high level of motivation (Helms-Lorenz, Slof, Vermue, & Canrinus, 2012;Orland-Barak & Maskit, 2011). However, this cohort of preservice teachers preferred to hide this from the students at the beginning of the practicum, as they considered that a show of such emotions could be interpreted as a weakness.…”

Section: Emotional Shields: Hiding and Simulating Feelingsmentioning

confidence: 99%

“…Past studies have shown how different beliefs and experiences act as a filter in the construction of new knowledge at the university level (Atkinson, 2004;Imbernón Muñoz, 2007;Martínez Álvarez, 1994;Orland-Barak & Maskit, 2011), and how personal histories influence professional subjectivities (Day, Elliot, & Kington, 2005;Graham & Phelps, 2003;Hong, 2010;Lopes, 2009;Rodgers & Scott, 2008). However, higher education often ignores the importance of prior beliefs and experiences that students bring to the programmes (Varea & Tinning, 2016) and knowledge is often delivered in isolation from context (Fernández-Balboa, 2001).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

‘I feel, therefore I am’: unpacking preservice physical education teachers’ emotions

González-Calvo

Varea

Álvarez

2019

Sport, Education and Society

View full text Add to dashboard Cite

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.

show abstract

Section: Emotional Manifestations Listening To the Body And First Prmentioning

confidence: 96%

Section: Emotional Shields: Hiding and Simulating Feelingsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

‘I feel, therefore I am’: unpacking preservice physical education teachers’ emotions

González-Calvo

Varea

Álvarez

2019

Sport, Education and Society

View full text Add to dashboard Cite

show abstract

“…De ble bedt om å fortelle hvordan de opplevde sin profesjonelle historie, praksis, motivasjon for å bli laerere og for å undervise. Fortelling kan mer enn spørsmål og svar gi rom for den subjektive erfaringen og gi tilgang til mer enn intervjueren ville kommet på å spørre om (Connelly & Clandinin, 1990;Orland-Barak & Maskit, 2011). Vi hadde en samtale med hver enkelt informant i forkant av intervjuet, blant annet for å forsikre oss om at vi hadde en mest mulig felles forståelse av begrepet profesjonelt handlingsrom.…”

Section: Intervjuunclassified

«Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom - hvordan det blir forstått og utnyttet

Helleve¹,

Ulvik²,

Smith³

2018

ADNO

View full text Add to dashboard Cite

“…Anspal, Eisenschmidt, & Löfström, 2012;Orland-Barak & Maskit, 2011;Pennanen, Bristol, Wilkinson, & Heikkinen, 2016). This approach has allowed researchers to gain in-depth knowledge about teacher development and identity work.…”

Section: Creative Writing As a Means Of Teacher Developmentmentioning

confidence: 99%

Exploring teachers’ stories of writing: a narrative perspective

Martin

Tarnanen

Tynjälä

2018

Teachers and Teaching

View full text Add to dashboard Cite

This study takes a narrative perspective to examine teachers as writers and autobiographical creative writing as a way for promoting teachers' professional development. In a creative writing group for Finnish primary and secondary school teachers, the teachers expressed themselves and explored their lives and identities through autobiographical creative writing. The aim of this study was to examine the stories the teachers tell about their relationship to writing and the goals they set for their professional and personal development in the writing group. Through thematic analysis, seven descriptive themes were found in teachers' narratives of writing. Furthermore, based on the narrative analysis, a poem-like word image was composed. This study illustrates how literary methods diversify teachers' narratives. The findings shed light on teachers as creative writers and emphasise the connection between writing and well-being. Creative writing groups can be beneficial for teachers' professional development, identity work and well-being.

show abstract

Novices ‘in story’: what first-year teachers’ narratives reveal about the shady corners of teaching

Cited by 40 publications

References 32 publications

‘I feel, therefore I am’: unpacking preservice physical education teachers’ emotions

‘I feel, therefore I am’: unpacking preservice physical education teachers’ emotions

«Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom - hvordan det blir forstått og utnyttet

Exploring teachers’ stories of writing: a narrative perspective

Contact Info

Product

Resources

About