Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Conflicts viewed through the micro-political lens: beginning teachers' coping strategies for emotionally challenging situations
Linkoping Univ, Dept Behav Sci & Learning, SE-58183 Linkoping, Sweden..
KTH, School of Industrial Engineering and Management (ITM), Learning.ORCID iD: 0000-0002-3027-514X
Karolinska Inst, CLINTEC, Stockholm, Sweden..
Linkoping Univ, Dept Behav Sci & Learning, SE-58183 Linkoping, Sweden..
2019 (English)In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146Article in journal (Refereed) Published
Abstract [en]

The aim of the present study was to use the narratives of beginning teachers to investigate the emotionally challenging situations they face, with a focus on how their perspectives and definitions of such situations guided their actions and made coping possible. A short term longitudinal qualitative interview study was adopted. Twenty participants were interviewed at the outset of their last year of teacher education and then followed up with an interview at their first year of teaching. In between self-reports were written in addition to the interviews. The material was analysed using constructivist grounded theory tools. The findings show that new teachers experienced conflicts that were both interpersonal (with students, parents and colleagues) and intrapersonal (being 'good enough'; establishing boundaries related to time and engagement; suppression of emotions) as they started out in teaching. In order to cope with these challenges, the beginning teachers used various strategies including collaboration, conformity, influencing and autonomy. It was found that the strategy chosen could have an effect on turnover or attrition intentions among beginning teachers. Practical implications of the research are discussed.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD , 2019.
Keywords [en]
Student teachers, beginning teachers, coping, micro-politics, grounded theory
National Category
Learning
Identifiers
URN: urn:nbn:se:kth:diva-255483DOI: 10.1080/02671522.2019.1633559ISI: 000475174700001OAI: oai:DiVA.org:kth-255483DiVA, id: diva2:1352701
Note

QC 20190919

Available from: 2019-09-19 Created: 2019-09-19 Last updated: 2019-09-19Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records BETA

Weurlander, Maria

Search in DiVA

By author/editor
Weurlander, Maria
By organisation
Learning
In the same journal
Research Papers in Education
Learning

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 3 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf