Motives for becoming a teacher, coping strategies and teacher efficacy among Swedish student teachers

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

doi:10.1080/02619768.2023.2175665

Cited by 2 publications

(3 citation statements)

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“…Emotions and how to navigate them in teachers' identity construction are closely related issues (Uştuk & Yazan, 2023). Coping emotional challenges mostly come to the fore in teacher education during practices replicating actual teaching environments (Thornberg et al, 2023). Lazarus and Folkman (1984) defined coping as "constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person" (p. 141).…”

Section: Teachers' Coping Strategiesmentioning

confidence: 99%

“…They explored three emotional phases affecting the student teachers' professional identity during these transition periods, which were conflicting positions, enthusiasm mixed with fear, and rapidly changing emotions. In another study, Thornberg et al (2023) examined the associations between different motives for being a teacher, different coping strategies in case of troublesome situations during teacher education, and teacher efficacy among 517 student teachers in Sweden. The results from multivariate regression analysis indicated that the student teachers with lower efficacy had lower intrinsic and altruistic motives, cognitive restructuring, and higher self-criticism.…”

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%

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

Yüce,

Nazari,

Karimpour

2023

Int J App Linguistics

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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.

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Section: Teachers' Coping Strategiesmentioning

confidence: 99%

Section: Teachers' Coping Strategiesmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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

Yüce,

Nazari,

Karimpour

2023

Int J App Linguistics

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Becoming an English language teacher over lines of desire: Stories of lived experiences

Nigar,

Kostogriz,

Gurney

2023

Aust. Educ. Res.

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Beyond the notion of decision-making of career choice just being rational, this article proposes the primacy of ‘affect’ in the decision to become teachers over time. The article explores the becoming of immigrant English language teachers as an identity formation process, focusing on the lived experiences of 16 English language teachers since early childhood, mostly prior to their migration to Australia. Findings of the hermeneutic phenomenological narrative analysis of the teachers’ reflective accounts revealed two lines of becoming and their intersections—the line of becoming an English language learner and the line of becoming an English language teacher through decision-making for career choice. The histories of their initial professional decision to ‘become’ English teachers demonstrate the interplay of socially produced desires and personal investment in professional learning and capabilities since early childhood. Through unravelling the assemblages within which their desires to become teachers were fomented and strengthened through embodied lived experiences over a long period of time, we argue that the concept of English teachers’ ‘desired becoming’ informed their initial and long-term decision about career choice. This notion provides a window into the teachers’ decision-making of career choice in terms of the formation of their professional identities as an interplay of the affective and the rational. Embracing and appreciating the combined role of the affective and the rational in teachers’ becoming is important to consider in future research in this area as well as for teacher recruitment and retention, hence potentially addressing critical teacher shortages.

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Motives for becoming a teacher, coping strategies and teacher efficacy among Swedish student teachers

Cited by 2 publications

References 58 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

Becoming an English language teacher over lines of desire: Stories of lived experiences

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