TY - JOUR
T1 - Emotion Regulation and Identity Negotiation
T2 - A Short Story Analysis of Finnish Language Teachers’ Emotional Experiences Teaching Pupils of Immigrant Background
AU - Pappa, Sotiria
AU - Hökkä, Päivi
N1 - Funding Information:
This work was supported by the Academy of Finland under Grant number 288925 [The Role of Emotions in Agentic Learning at Work]; and the Urpo ja Maija-Liisa Harvan Rahasto under the Finnish Cultural Foundation under Grant number 00190798 [Teaching Immigrant Children: Teacher Identity Negotiation]. The authors would like to thank the teachers for their time, insightful testimonies and participation in the study. Their gratitude is extended to Professor Emerita Anneli Eteläpelto for helping with two of the Finnish interviews and her support throughout the study. The authors would also like to acknowledge the contributions of the three anonymous reviewers whose observations enhanced the quality of the manuscript.
Publisher Copyright:
© 2020 Taylor & Francis Group, LLC.
PY - 2021
Y1 - 2021
N2 - This study explores the connection between emotion regulation and teacher identity by drawing on short stories present in interviews with four Finnish language teachers working with immigrant pupils. The selected short stories focused on negative emotions and were analyzed using Barkhuizen’s (2016) proposed narrative analysis method. The findings showed that the most important emotion regulation strategy was cognitive change and that teachers redefined, strengthened, conformed or aligned their teacher identity. This study argues for emotions as essential to teachers’ sense of self as professionals and a perspective from which to view how teachers understand their professional identity.
AB - This study explores the connection between emotion regulation and teacher identity by drawing on short stories present in interviews with four Finnish language teachers working with immigrant pupils. The selected short stories focused on negative emotions and were analyzed using Barkhuizen’s (2016) proposed narrative analysis method. The findings showed that the most important emotion regulation strategy was cognitive change and that teachers redefined, strengthened, conformed or aligned their teacher identity. This study argues for emotions as essential to teachers’ sense of self as professionals and a perspective from which to view how teachers understand their professional identity.
U2 - 10.1080/08878730.2020.1785069
DO - 10.1080/08878730.2020.1785069
M3 - Article
AN - SCOPUS:85099852344
SN - 0887-8730
VL - 56
SP - 61
EP - 82
JO - The Teacher Educator
JF - The Teacher Educator
IS - 1
ER -