Emotion Regulation and Identity Negotiation: A Short Story Analysis of Finnish Language Teachers’ Emotional Experiences Teaching Pupils of Immigrant Background

Sotiria Pappa; Päivi Hökkä

doi:10.1080/08878730.2020.1785069

Emotion Regulation and Identity Negotiation: A Short Story Analysis of Finnish Language Teachers’ Emotional Experiences Teaching Pupils of Immigrant Background

Sotiria Pappa^*
, Päivi Hökkä

^*Corresponding author for this work

Research output: Contribution to journal › Article › Scientific › peer-review

13 Citations (Scopus)

Abstract

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.

Original language	English
Pages (from-to)	61-82
Number of pages	22
Journal	Teacher Educator
Volume	56
Issue number	1
DOIs	https://doi.org/10.1080/08878730.2020.1785069
Publication status	Published - 2021
Externally published	Yes
Publication type	A1 Journal article-refereed

Funding

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.

ASJC Scopus subject areas

Education

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10.1080/08878730.2020.1785069

Cite this

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title = "Emotion Regulation and Identity Negotiation: A Short Story Analysis of Finnish Language Teachers{\textquoteright} Emotional Experiences Teaching Pupils of Immigrant Background",

abstract = "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{\textquoteright}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{\textquoteright} sense of self as professionals and a perspective from which to view how teachers understand their professional identity.",

author = "Sotiria Pappa and P{\"a}ivi H{\"o}kk{\"a}",

note = "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 Etel{\"a}pelto 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: {\textcopyright} 2020 Taylor \& Francis Group, LLC.",

year = "2021",

doi = "10.1080/08878730.2020.1785069",

language = "English",

volume = "56",

pages = "61--82",

journal = "Teacher Educator",

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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

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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.

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Emotion Regulation and Identity Negotiation: A Short Story Analysis of Finnish Language Teachers’ Emotional Experiences Teaching Pupils of Immigrant Background

Abstract

Funding

ASJC Scopus subject areas

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