Abstract
This article utilizes a poststructuralist framework for conceptualizing how institutional practices and discourses shape teacher emotions. Part of a larger qualitative study examining the philosophies and teaching experiences of former Teach for America (TFA) teachers, this article explores one aspiring teacher's brief journey through teaching. Qualitative, semi-structured interviews examined Dominic's educational past, teaching experiences, and reflections. Structured as an emplotted narrative analysis, findings captured Dominic's emotion-laden transition into and release from TFA and teaching. This article contributes to teacher emotion research from a poststructuralist perspective by situating emotions within larger discourses.
Published Version
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