The role of the researcher in 'storying': hearing the emotions of school-based teacher educators.

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Abstract

Research in the field of emotions in relation to professional experience programs is emerging but as yet there is still a silence in the literature addressing the emotional dimension of professional experience programs from the perspective of school (or centre)-based teacher educators. This paper reports the findings from a study conducted as part of a doctoral program. The focus of the study is the emotional dimension of the practicum for school-based teacher educators as they support preservice teacher colleagues. The study adopts a feminist poststructuralist stance to attempt to make sense of the emotions teachers experience while supporting a preservice teacher in their workplace. It investigates teachers' shifting sense of agency throughout the experience as they work within apparently competing discursive frames. The case study reveals the depth of emotions experienced by teachers and examines the impact of the emotions on the teacher's identity. This paper focuses specifically on the way in which school-based teacher educators may be empowered through 'storying' about their difficult experiences with problematic preservice teachers with whom they are working (Zembylas 2003).
Original languageEnglish
Title of host publicationTowards excellence in PEPE
Subtitle of host publicationA collaborative endeavour
Place of PublicationNew Zealand
PublisherThe University of Auckland
Pages1-12
Number of pages12
ISBN (Electronic)1877370134
Publication statusPublished - 2006
EventBiennial Conference of the Association of Practical Experiences in Professional Education (PEPE) - Auckland, new Zealand, New Zealand
Duration: 01 Feb 200603 Feb 2006

Conference

ConferenceBiennial Conference of the Association of Practical Experiences in Professional Education (PEPE)
CountryNew Zealand
Period01/02/0603/02/06

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