Abstract
ABSTRACT This article focuses on first-year student teachers’ emotions as part of their narrative identities. Alongside narrative research, arts-based methods were employed. The research material consists of 36 Finnish student teachers’ autobiographical writings based on their self-chosen photographs. Narrative analysis methods were used. The key aspect in student teachers’ narrative identities was their hope of becoming safe adults as teachers for their future pupils, which were greatly shaped by their memories of care and feeling safe, by being hurt emotionally, and by joy. Via this deepened understanding of the role of emotions in student teachers’ identities, teacher educators can support student teachers to prepare for the complex teachers’ work of today.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.