The emotional journey of the beginning teacher: Phases and coping strategies

Lindqvist, Henrik; Weurlander, Maria; Wernerson, Annika; Thornberg, Robert

doi:10.1080/02671522.2022.2065518

Cited by 12 publications

(11 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The findings from the mixed methods design revealed that the teachers faced different challenges, and the satisfaction of novice teachers was affected by their self-efficacy beliefs, enthusiasm, and educational contexts. Moreover, Lindqvist et al (2022) focused on how 20 student teachers' perspectives and coping strategies changed over time during their transition from teacher education to initial teaching life in Sweden. Interviews and written self-reports were utilized to collect data by adopting a constructivist grounded methodology.…”

Section: Teachers' Coping Strategiesmentioning

confidence: 99%

“…Teachers’ coping strategies have been the focus of previous research (Chaaban & Du, 2017; Lindqvist et al., 2022; Sharplin, et al., 2011; Thornberg et al., 2023). For example, Chaaban and Du (2017) examined five novice and five experienced teachers’ perceptions regarding their job satisfaction, the challenges they experienced, and the coping strategies they benefited from in Qatar.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Moreover, Lindqvist et al. (2022) focused on how 20 student teachers’ perspectives and coping strategies changed over time during their transition from teacher education to initial teaching life in Sweden. Interviews and written self‐reports were utilized to collect data by adopting a constructivist grounded methodology.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, the issue of emotional vulnerability has little been explored among student teachers, a group of teachers who are highly likely to experience multiple emotional clashes in their work (see Nazari & Karimpour, 2023a; Kanno & Stuart, 2011; Lindqvist et al., 2022). Relatedly, research has shown that student teachers are faced with a wide range of personal, professional, institutional, and sociocultural challenges that are likely to impose emotional vulnerability on them (Nazari & Karimpour, 2023b;).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Emotional vulnerability and coping strategies among Turkish student teachers: A community of practice perspective

Yüce,

Nazari,

Karimpour

2023

Int J App Linguistics

View full text Add to dashboard Cite

Despite the growth of research on teachers’ emotional vulnerability in recent years, little research has explored this issue among student teachers. Drawing on the lens of the community of practice (CoP), in this study, we report on the emotional vulnerability and coping strategies of Turkish student teachers during a teacher education course. Data were collected before, during, and after the course using semi‐structured interviews, reflective journals, and narrative frames. Data analysis revealed that across the engagement, imagination, and alignment dimensions of the CoP, the student teachers experienced emotional vulnerability that not only influenced their present membership but also negatively shaped their future perceptions. Additionally, the student teachers adopted various personal and interpersonal coping strategies to regulate their negative emotions, which reduced the negative effects of emotional vulnerability on their CoP membership. We conclude the study with implications for teacher educators in how to use the findings to deal with student teachers’ emotional vulnerability, especially through drawing on their coping strategies.

show abstract

Section: Teachers' Coping Strategiesmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Emotional vulnerability and coping strategies among Turkish student teachers: A community of practice perspective

Yüce,

Nazari,

Karimpour

2023

Int J App Linguistics

View full text Add to dashboard Cite

show abstract

“…It is argued that improved health and wellbeing among teachers through the inclusion of mindfulness-based interventions leads to greater occupational engagement and job satisfaction, lower rates of burnout, absenteeism, and intent to leave the profession (Jennings, 2011;Soloway et al, 2011;Flook et al, 2013;Skinner and Beers, 2016). Teachers are at the heart of creating supportive learning environments for students, and they need to be equipped with the skills to care for themselves and their students (Howard and Johnson, 2004;Lindqvist et al, 2017). The present study aimed to develop a mindfulness-based program in consultation with Australian teachers.…”

Section: Introductionmentioning

confidence: 99%

Mindful practice for teachers: Relieving stress and enhancing positive mindsets

2022

View full text Add to dashboard Cite

ObjectivesThe present study aimed to determine the degree of stress relief and increase in mindfulness attributes experienced by 18 participants in an 8-week Mindful Practice for Teachers (MPT) program.MethodsThe mixed-methods study design included participant reflections collected throughout the study and self-report measures: Perceived Stress Scale (PSS), Positive Mindset Index (PMI), and Five Facets of Mindfulness Questionnaire (FFMQ).Data analysisPre- and post-program paired-samples t-tests were completed for the self-report measures. Inductive coding was completed for the participant reflections.ResultsThe participants (N = 18) reported a significant decrease in perceived stress pre-program and post-program. The significant changes in the sub-scales of the FFMQ were reported for observing, non-reaction, and non-judgment pre-program and post-program. A statistically significant change was reported for the PMI sub-scale stability which increased post-program. According to participant reflections, there was an increased awareness of the physiological response during positive and challenging events/incidents. The participants reported positive satisfaction pertaining to program materials, exercises, and activities.ConclusionFindings indicated that the participants experienced a decrease in their perceived level of stress and an increase in their mindfulness attributes consequently highlighting the benefits of mindfulness-based programs for teacher stress management. The MPT program may prove to be a positive intervention for managing work-related stress and providing teachers with simple, stress management resources.

show abstract

Longitudinal trajectories of teacher emotions among teachers in role transition: the role of emotional intelligence and teacher-student relationships

Sun,

Ying,

et al. 2024

Curr Psychol

View full text Add to dashboard Cite

The emotional journey of the beginning teacher: Phases and coping strategies

Cited by 12 publications

References 47 publications

Emotional vulnerability and coping strategies among Turkish student teachers: A community of practice perspective

Emotional vulnerability and coping strategies among Turkish student teachers: A community of practice perspective

Mindful practice for teachers: Relieving stress and enhancing positive mindsets

Longitudinal trajectories of teacher emotions among teachers in role transition: the role of emotional intelligence and teacher-student relationships

Contact Info

Product

Resources

About