Emotional identification with teacher identities in student teachers’ narrative interaction
2013 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 36, no 2, 133-146 p.Article in journal (Refereed) Published
The paper suggests that narrative interaction in student teacher peer groups is an important context for emotional identification with culturally available teacher identities. It addresses issues pointed out as problematic in research on teacher identity formation: focus on the individual and the underestimation of context. A positioning analysis of narrative interaction in a conversation between two student teachers depicts the ways in which they express and negotiate feelings related to out loud reading. The results show that this approach can be a complement to the extensive body of knowledge on the place of emotions in teacher identity formation as it shows how emotions are negotiated among student teachers in a way that challenges the predominant focus on individual students’ expressions of emotions.
Place, publisher, year, edition, pages
Taylor & Francis , 2013. Vol. 36, no 2, 133-146 p.
student teachers, discourse analysis, pre-service teacher education
Research subject Education
IdentifiersURN: urn:nbn:se:uu:diva-261446DOI: 10.1080/02619768.2012.686994OAI: oai:DiVA.org:uu-261446DiVA: diva2:850465