Research Article
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Year 2022, Volume: 11 Issue: 2, 211 - 229, 31.08.2022

Abstract

References

  • Allen, J. G. (2006). Mentalizing in practice. In J. G. Allen & P. Fonagy (Eds.), Handbook of mentalization-based treatment (pp. 4–30). Wiley & Sons, Ltd.
  • Akinbode, A. (2013). Teaching as Lived Experience: The value of exploring the hidden and emotional side of teaching through reflective narratives, Studying Teacher Education, 9:1, 62-73.
  • Alvesson, M., & Sköldberg, K. (2009). Reflexive methodology: New vistas for qualitative research (2nd ed.). SAGE.
  • Bahia, S., Freire, I., Amaral, A., & Estrela, M. A. (2013). The emotional dimension of teaching in a group of Portuguese teachers. Teachers and Teaching: Theory and Practice, 19(3), 275-292.
  • Biesta, G. (2016). The beautiful risk of education (1.ed.). Routledge.
  • Bjørkelo, B., Sunde, E., Fjeld, G., & Lønningen, K. (2013). Emosjonenes rolle i profesjonelt lærerarbeid: En av veiene til bevisstgjøring i lærerutdanningen. Norsk Pedagogisk Tidsskrift, 97(1), 28–39.
  • Bowden, J., Dall’Alba, G., Martin, E., Laurillard, D., Marton, F., Masters, G., Ramsden, P., Stephanou, A., & Walsh, E. (1992). Displacement, velocity, and frames of reference: Phenomenographic studies of students’ understanding and some implications for teaching and assessment. American Journal of Physics, 60, 262–269.
  • Brinkmann, M. (2019). Bildung of emotions and Bildung through emotions: the orientative, evaluative and Bildungs’-effect of shame. Presentation at Winter school “Emotions and Care” at the University of Verona on February 5th, 2019.
  • Chen. J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education. Volume 55, April 2016, Pages 68-77
  • Chen, J. (2019). Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach. British Journal of Educational Psychology, 89(1), 57–74.
  • Day, T., & Leitch, R. (2001). Teachers' and teacher educators' lives: The role of emotion. Teaching and Teacher Education, 17, 403-415.
  • Dewey, J. (1934/1980). Art as experience. New York: Perigee Books.
  • Crawford, M. (2011). Rationality and emotions. In C. Day, & L. Chi-kin (Eds.), New understandings of teacher education: Emotions and educational change. LaVergne, TN: Springer.
  • Dolev, N., & Leshemb, S. (2016). Teachers’ emotional intelligence: The impact of training. International Journal of Emotional Education, 8(1), 75–94.
  • Fuchs, T. (2016). Intercorporeality and Interaffectivity. Phenomenology and Mind, 11, 194–209.
  • Goldie, P. (2000). The emotions – A philosophical exploration. Oxford University Press.
  • Hargreaves, A. (1998). The Emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854.
  • Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–1080.
  • Hohr, H. (2010). The role of emotion in experience—comment on John Dewey’s Art as Experience. In A.L. Østern & H. Kaihovirta-Rosvik (Eds.), Art education and beyond (pp. 21–44). Faculty of Education at Åbo Akademi University.
  • Husserl, E. (1970). Logical investigations (Vol. 2). Routledge.
  • Järvinen, M & Mik-Meyer, N (2017). Kvalitativ analyse. 7 traditioner. København: Hans Reitzels forlag.
  • Jacobsen, M. (2018). Introduction – emotions, emotions, everywhere emotions! In M. H. Jacobsen (Ed.), Emotions, everyday life and sociology. Routledge.
  • Kelchtermans, G. (2005). Teachers' emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21, 995-1006.
  • Lee, J. C. K., & Yin, H. B. (2011). Teachers' emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change, 12(1), 25-46.
  • Marton, F. (1986). Phenomenography - A research approach investigating different understandings of reality. Journal of Thought, 21, 28–49.
  • Mead, G.H. (1925) – The genesis of the Self and Social Control. International Journal of Ethics 35(3) pp. 251- 277 Published by: The University of Chicago Press Stable.
  • Merleau-Ponty, M. (1962). Phenomenology of perception (C. Smith, Trans.). Routledge & Kegan Paul.
  • Meyer, D. K., & Turner, J. C. (2007). Scaffolding emotions in the classroom. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 243-258). New York, NY: Academic Press.
  • Norwegian Directorate for Education and Training. (2020). Core curriculum and the quality framework. Retrieved from https://www.udir.no/in-english/Core-Curriculum-in-five-languages/
  • Ornek, F. (2008). An overview of a theoretical framework of phenomenography in qualitative education research: An example from physics education research. Asia-Pacific Forum on Science Learning and Teaching, 9(2), 1.
  • Øye, S. (1998). Fortolkning og sentimentalitet. Landskap og betrakter i dikt av Christian Braunmann, Tullin, Peder Christopher Stenersen, Claus Frimann og Peder Harboe Frimann (Hovedfagsoppgave). Institutt for nordistikk og litteraturvitenskap. Universitetet i Oslo.
  • Peirce, C. S. (1994). Semiotik og pragmatisme. Selected and translated from “Collected Papers”, “Charles S. Peirce’s Letters to Lady Welby” and “Charles S. Peirce’s: Selected Writings”. Gyldendalske Boghandel. Nordisk Forlag A/S.
  • Postareff, L., & Lindblom-Ylänne, S. (2011). Emotions and confidence within teaching in higher education. Studies in Higher Education, 36(7), 799–813. http://doi.org/10.1080/03075079.2010.483279
  • Reeve, J. (2015). Understanding motivation and emotion. Wiley.
  • Schutz, P. A., & Zembylas, M. (2009). Advances in teacher emotion research: The impact on teachers' lives. Dordrecht, The Netherlands: Springer.
  • Skårderud, F., & Sommerfeldt, B. (2008) Mentalisering – et nytt teoretisk og terapeutisk begrep. Tidsskrift Norsk Legeforening, 9(128), 1066–1069.
  • Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327-358.
  • Tanggaard, L. (2009). The research interview as a dialogical context for the production of social life and personal narratives. Qualitative Inquiry, 15(9), 1498–1515.
  • Zahavi, D. (1997). Husserls fenomenologi. Gyldendal.
  • Zahavi, D. (2003). Fænomenologi. Roskilde Universitetsforlag

A Conceptualization of the Emotional Phase of Preservice Teachers’ Experiences As a Pedagogical pPhenomenon

Year 2022, Volume: 11 Issue: 2, 211 - 229, 31.08.2022

Abstract

Even though being a teacher, in a broad sense involve emotions, emotions as a pedagogical concern are, to a limited extent, reflected in Norwegian teacher education. This also seems to be a tendency regarding international teacher education where the notion of the preservice teachers' emotions is rarely addressed and has even been ignored. To contrast this tendency, the emotional phase of preservice teachers' experiences during Norwegian teacher education is explored. The purpose of the study is to gain a deeper understanding of what this emotional phase consists of. Using a phenomenographic approach, dialogical informed in-depth interviews with preservice teachers have been conducted. Through an abductive analysis of the material, a conceptualization of the emotional phase of preservice teachers' experiences as a matter of sentimentalization emerged. This conceptualization is considered the most significant theoretical contribution of this study. The result also reveals how the emotional phase involves the preservice teachers´ entire body, their thinking and reflection, closely related to the way they view themselves and the world around them. Based on the results implications for future teacher education will be discussed.

References

  • Allen, J. G. (2006). Mentalizing in practice. In J. G. Allen & P. Fonagy (Eds.), Handbook of mentalization-based treatment (pp. 4–30). Wiley & Sons, Ltd.
  • Akinbode, A. (2013). Teaching as Lived Experience: The value of exploring the hidden and emotional side of teaching through reflective narratives, Studying Teacher Education, 9:1, 62-73.
  • Alvesson, M., & Sköldberg, K. (2009). Reflexive methodology: New vistas for qualitative research (2nd ed.). SAGE.
  • Bahia, S., Freire, I., Amaral, A., & Estrela, M. A. (2013). The emotional dimension of teaching in a group of Portuguese teachers. Teachers and Teaching: Theory and Practice, 19(3), 275-292.
  • Biesta, G. (2016). The beautiful risk of education (1.ed.). Routledge.
  • Bjørkelo, B., Sunde, E., Fjeld, G., & Lønningen, K. (2013). Emosjonenes rolle i profesjonelt lærerarbeid: En av veiene til bevisstgjøring i lærerutdanningen. Norsk Pedagogisk Tidsskrift, 97(1), 28–39.
  • Bowden, J., Dall’Alba, G., Martin, E., Laurillard, D., Marton, F., Masters, G., Ramsden, P., Stephanou, A., & Walsh, E. (1992). Displacement, velocity, and frames of reference: Phenomenographic studies of students’ understanding and some implications for teaching and assessment. American Journal of Physics, 60, 262–269.
  • Brinkmann, M. (2019). Bildung of emotions and Bildung through emotions: the orientative, evaluative and Bildungs’-effect of shame. Presentation at Winter school “Emotions and Care” at the University of Verona on February 5th, 2019.
  • Chen. J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education. Volume 55, April 2016, Pages 68-77
  • Chen, J. (2019). Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach. British Journal of Educational Psychology, 89(1), 57–74.
  • Day, T., & Leitch, R. (2001). Teachers' and teacher educators' lives: The role of emotion. Teaching and Teacher Education, 17, 403-415.
  • Dewey, J. (1934/1980). Art as experience. New York: Perigee Books.
  • Crawford, M. (2011). Rationality and emotions. In C. Day, & L. Chi-kin (Eds.), New understandings of teacher education: Emotions and educational change. LaVergne, TN: Springer.
  • Dolev, N., & Leshemb, S. (2016). Teachers’ emotional intelligence: The impact of training. International Journal of Emotional Education, 8(1), 75–94.
  • Fuchs, T. (2016). Intercorporeality and Interaffectivity. Phenomenology and Mind, 11, 194–209.
  • Goldie, P. (2000). The emotions – A philosophical exploration. Oxford University Press.
  • Hargreaves, A. (1998). The Emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854.
  • Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–1080.
  • Hohr, H. (2010). The role of emotion in experience—comment on John Dewey’s Art as Experience. In A.L. Østern & H. Kaihovirta-Rosvik (Eds.), Art education and beyond (pp. 21–44). Faculty of Education at Åbo Akademi University.
  • Husserl, E. (1970). Logical investigations (Vol. 2). Routledge.
  • Järvinen, M & Mik-Meyer, N (2017). Kvalitativ analyse. 7 traditioner. København: Hans Reitzels forlag.
  • Jacobsen, M. (2018). Introduction – emotions, emotions, everywhere emotions! In M. H. Jacobsen (Ed.), Emotions, everyday life and sociology. Routledge.
  • Kelchtermans, G. (2005). Teachers' emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21, 995-1006.
  • Lee, J. C. K., & Yin, H. B. (2011). Teachers' emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change, 12(1), 25-46.
  • Marton, F. (1986). Phenomenography - A research approach investigating different understandings of reality. Journal of Thought, 21, 28–49.
  • Mead, G.H. (1925) – The genesis of the Self and Social Control. International Journal of Ethics 35(3) pp. 251- 277 Published by: The University of Chicago Press Stable.
  • Merleau-Ponty, M. (1962). Phenomenology of perception (C. Smith, Trans.). Routledge & Kegan Paul.
  • Meyer, D. K., & Turner, J. C. (2007). Scaffolding emotions in the classroom. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 243-258). New York, NY: Academic Press.
  • Norwegian Directorate for Education and Training. (2020). Core curriculum and the quality framework. Retrieved from https://www.udir.no/in-english/Core-Curriculum-in-five-languages/
  • Ornek, F. (2008). An overview of a theoretical framework of phenomenography in qualitative education research: An example from physics education research. Asia-Pacific Forum on Science Learning and Teaching, 9(2), 1.
  • Øye, S. (1998). Fortolkning og sentimentalitet. Landskap og betrakter i dikt av Christian Braunmann, Tullin, Peder Christopher Stenersen, Claus Frimann og Peder Harboe Frimann (Hovedfagsoppgave). Institutt for nordistikk og litteraturvitenskap. Universitetet i Oslo.
  • Peirce, C. S. (1994). Semiotik og pragmatisme. Selected and translated from “Collected Papers”, “Charles S. Peirce’s Letters to Lady Welby” and “Charles S. Peirce’s: Selected Writings”. Gyldendalske Boghandel. Nordisk Forlag A/S.
  • Postareff, L., & Lindblom-Ylänne, S. (2011). Emotions and confidence within teaching in higher education. Studies in Higher Education, 36(7), 799–813. http://doi.org/10.1080/03075079.2010.483279
  • Reeve, J. (2015). Understanding motivation and emotion. Wiley.
  • Schutz, P. A., & Zembylas, M. (2009). Advances in teacher emotion research: The impact on teachers' lives. Dordrecht, The Netherlands: Springer.
  • Skårderud, F., & Sommerfeldt, B. (2008) Mentalisering – et nytt teoretisk og terapeutisk begrep. Tidsskrift Norsk Legeforening, 9(128), 1066–1069.
  • Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327-358.
  • Tanggaard, L. (2009). The research interview as a dialogical context for the production of social life and personal narratives. Qualitative Inquiry, 15(9), 1498–1515.
  • Zahavi, D. (1997). Husserls fenomenologi. Gyldendal.
  • Zahavi, D. (2003). Fænomenologi. Roskilde Universitetsforlag

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Mette HELLEVE 0000-0002-9479-5195

Publication Date August 31, 2022
Published in Issue Year 2022 Volume: 11 Issue: 2

Cite

APA HELLEVE, M. (2022). A Conceptualization of the Emotional Phase of Preservice Teachers’ Experiences As a Pedagogical pPhenomenon. Journal of Teacher Education and Educators, 11(2), 211-229.