University of Oulu

Erkki T. Lassila, Katri Jokikokko, Minna Uitto & Eila Estola (2017) The challenges to discussing emotionally loaded stories in Finnish teacher education, European Journal of Teacher Education, 40:3, 379-393, DOI: 10.1080/02619768.2017.1315401

The challenges to discussing emotionally loaded stories in Finnish teacher education

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Author: Lassila, Erkki T.1; Jokikokko, Katri1; Uitto, Minna1;
Organizations: 1Faculty of Education, University of Oulu, Oulu, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.4 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2019071123068
Language: English
Published: Informa, 2017
Publish Date: 2019-07-11
Description:

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.

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Series: European journal of teacher education
ISSN: 0261-9768
ISSN-E: 1469-5928
ISSN-L: 0261-9768
Volume: 40
Issue: 3; SI
Pages: 379 - 393
DOI: 10.1080/02619768.2017.1315401
OADOI: https://oadoi.org/10.1080/02619768.2017.1315401
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Funding: This work was supported by Academy of Finland (Disentangling the emotional dimension in beginning teachers’ work (EMOT) project, [grant number 265974].
Academy of Finland Grant Number: 265974
Detailed Information: 265974 (Academy of Finland Funding decision)
Copyright information: © 2017 Association for Teacher Education in Europe. This is an Accepted Manuscript of an article published by Taylor & Francis in European journal of teacher education on 18 Apr 2017, available online: http://www.tandfonline.com/10.1080/02619768.2017.1315401