Emotions and ‘getting by’: a pre-service teacher navigating professional experience
By Di Bloomfield. 2010
161 citations recorded by the source corpus.
Subfields: Education, Human Factors and Ergonomics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/5074ffca056b8641818c1a842dfae5d840864e25
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In Education
In Human Factors and Ergonomics
In Literature and Literary Theory
Citations in the corpus
- An emotion focused approach in predicting teacher burnout and job satisfaction (2020, background): “Other variables that have been investigated in relation to teacher emotions are the effects of curriculum change over teachers’ emotions (Darby, 2008; Hargreaves, 2005; Lee, Huang, Law, & Wang, 2013), initial teacher education programs and pre-service teachers (Bloomfield, 2010; Justice & Espinoza, ”
- Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences. (2017, background): “However, pre-service teachers do experience intense emotions during their teaching-learning process (e.g., Bloomfield, 2010; Timoštšuk & Ugaste, 2010).”
- ‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum (2016, methodology): “On the other hand, teachers’ agency is also subject to the social and cultural structures and norms mediating the process of learning to teach (e.g. Bloomfield, 2010; Timoštšuk & Ugaste, 2010).”
- From learner to teacher: practice, language, and identity in a teaching practicum (2013, background): “The teaching practicum, in particular, has been characterised as a learning journey that can involve struggle, loneliness, and conflict, as well as excitement and exhilaration (Bloomfield, 2010).”
- Conceptualizing Teacher Identity as a Complex Dynamic System (2016, background): “Although new learning experiences can provide excitement and exhilaration—not least in the discovery of being “credible in teaching” and in connecting with young people—preservice teachers can also experience loneliness and marginalization (Bloomfield, 2010, p. 232).”