I felt so guilty: emotions and subjectivity in school‐based teacher education

Abstract

Research in the field of emotions in relation to teaching is relatively new, but expanding. However, studies addressing the emotional dimension of preservice teacher education, particularly with respect to the role of school‐based teacher educators are currently under‐represented in the literature. This paper reports findings from a study focussed on the emotional dimension of the practicum for school‐based teacher educators as they support preservice teacher colleagues. It adopts a qualitative method informed by feminist post‐structural theory in an attempt to give meaning to teachers’ narratives of their personal responses to supporting a less than successful preservice teacher. The study investigates teachers’ shifting sense of agency throughout the experience as they work within apparently intersecting discursive frames. The case study reveals the depth of emotions experienced by teachers and examines the impact of the emotions on teacher identity. It appears that the tertiary sector has failed to recognise the emotional costs of such experiences and the associated needs of school‐based teacher educators. Finally, the paper asks in what ways can staff in universities work collaboratively with teachers to address the concerns being raised by a study such as this, as there appears to be a genuine need to assist teachers copes with the emotional outcomes of working with problematic preservice teachers.

Keywords:

• preservice teacher education
• school‐based teacher educator
• emotions
• post‐structuralist

Notes

1. I have chosen to use the term school‐based teacher educator, as I believe the term positions the teacher differently and more appropriately (than other expressions) and recognises their role as a partner of equal value to the university‐based teacher educator.

2. Therese had referred to Neil as a recalcitrant child earlier in the interview.