The challenges to discussing emotionally loaded stories in Finnish teacher education
The challenges to discussing emotionally loaded stories in Finnish teacher education
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在芬兰教师教育中讨论情感丰富的故事面临的挑战
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
E. Estola
中科院分区：
文献类型：
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作者：
Erkki T. Lassila;Katri Jokikokko;Minna Uitto;E. Estola
摘要情感是教师工作和专业发展的重要维度，是研究型教师教育所倡导的反思活动不可分割的一部分，这一点越来越被人们所认识。然而，与此同时，在教师教育中促使学生教师反思他们的情感的困难已经被认识到。本文的重点是这个困难，通过研究如何情感加载的故事，教师的工作是由即将毕业的芬兰学生，教师参加同侪小组辅导会议处理。我们通过参与者之一Hannele（化名）提供的例子来说明这种群体层面的现象（讨论充满情感的故事的挑战）。我们的研究结果显示，在这个同龄人群体中，情绪化的故事往往是通过笑声和幽默，或者通过掩盖或沉默来回应的。参与者似乎避免更深层次的情感反思与自己和教师职业的不确定性，因此保持一个适当的（学生）教师的形象。我们的研究结果对同伴团体指导和职前教师教育都有影响。
Abstract It has been increasingly acknowledged that emotions are a significant dimension in teachers’ work and professional development, and an inseparable part of reflection promoted in the research-based teacher education. However, at the same time the difficulty of prompting student-teachers to reflect on their emotions in teacher education has been recognised. This article focuses on this difficulty by examining how emotionally loaded stories about teachers’ work were dealt with by soon-to-graduate Finnish student-teachers attending peer group mentoring sessions. We illustrate this group-level phenomenon (the challenge of discussing emotionally loaded stories) through the examples provided by one of the participants, Hannele (pseudonym). Our results revealed that emotionally loaded stories in this peer group were often responded to with laughter and humour or via masking or silencing. Participants seemed to avoid deeper emotional reflection on uncertainty related to oneself and to the teaching profession, therefore maintaining an image of a proper (student) teacher. Our results have implications for both peer group mentoring and pre-service teacher education.