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ERIC Number: EJ1161164
Record Type: Journal
Publication Date: 2017-Nov
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0313-5373
Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences
Teng, Mark Feng
Australian Journal of Teacher Education, v42 n11 Article 8 p117-134 Nov 2017
Pre-service teacher identity research has directed limited attention to the construction and development of professional teacher identity through narrative interaction. An analysis of narrative interactions among pre-service teachers in the present study explored the ways in which they negotiated emotional flux in the process of training to become a teacher. Overall, findings show that emotional flux and identity change are connected, and hidden "emotional rules" are embedded in the teaching practicum. The pre-service teachers' negative emotions gradually escalated due to contextual constraints, hierarchical structures, and lack of support from their mentors. This escalation diminished the development of their teacher identity. However, increasing recognition and progress by their students can stimulate preservice teachers to perceive their assumed roles and reconstruct professional identity. Within the context of exploring this interconnection between teacher emotions and teacher identity, the present study argues that narrative interaction can complement existing knowledge on the subject.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A