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Resolving feelings of professional inadequacy: Student teachers’coping with distressful situations
Linköpings univsersitet.
KTH, School of Education and Communication in Engineering Science (ECE), Learning.ORCID iD: 0000-0002-3027-514X
Karolinska Institutet.
Linköpings universitet.
2017 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, Vol. 64, 270-279 p.Article in journal (Refereed) Published
Abstract [en]

Student teachers face various difficult situations during their teacher education. The aim of this studywas to examine how student teachers perceive coping with distressful situations during their teachertraining. Focus groups and individual interviews were conducted. The results show that student teachersfeel professionally inadequate, characterized by powerlessness, limited means of action and uncertainty.In resolving professional inadequacy, they use concepts connected to the social process of becomingteachers: modifying professional ideals, dependence on future colleagues and continuing to buildexperience. These concepts lead to acceptance and postponing strategies for learning from distressfulsituations.

Place, publisher, year, edition, pages
Elsevier, 2017. Vol. 64, 270-279 p.
Keyword [en]
Student teacher, Teacher education, Professional inadequacy, Teacher identity, Coping
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kth:diva-202988DOI: 10.1016/j.tate.2017.02.019ISI: 000399265900023Scopus ID: 2-s2.0-85014497363OAI: oai:DiVA.org:kth-202988DiVA: diva2:1080688
Funder
Swedish Research Council, 2013-38362-102581-30
Note

QC 20170314

Available from: 2017-03-10 Created: 2017-03-10 Last updated: 2017-06-02Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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