Henrik Lindqvist
Biographic Data
| ID | 6328029 |
|---|---|
| NAME | Henrik Lindqvist |
| GIVEN NAMES | Henrik |
| FAMILY NAME | Lindqvist |
| SIGNATURE | LINDQVIST H |
| AFFILIATIONS | Linköping University |
| ORCID | 0000-0002-3215-7411 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Protection, preparation or processing support for medical students’ emotional challenges in work-based learning—a grounded theory
Research shows that students experience emotional challenges during work-based learning that may affect their professional becoming and well-being, but they seldom feel supported by clinical supervisors in coping with or learning from these situations. The aim of this study was to explore clinical supervisors’ role in supporting medical students’ experiences of emotional challenges in work-based learning. We conducted a constructivist grounded th…
Organising special education support in adult education
In municipal adult education (MAE), adults are offered a second chance to complete secondary or upper secondary studies. This article examines how special educational support was organised within MAE in a Swedish municipality, focusing on students’ needs, the learning environment, and the resources available to teachers. It highlights the diverse needs of adult learners and how the physical learning environment interacts with teachers’ interpreta…
The second year as a teacher
There is ample research about the experiences and challenges early-career teachers (ECTs) face at the beginning of their career. In this study, we look beyond the immediate start and focus on teachers’ second year of teaching. As ‘second year teachers’, ECTs are expected to manage their job duties on their own. Giving central stage to teachers’ own interpretation and sense-making, we considered experiences carrying a clear emotional load as indic…
Motives for becoming a teacher, coping strategies and teacher efficacy among Swedish student teachers
The current study examined whether different motives for entering teacher education and different coping strategies in distressful situations during teacher training were associated with teacher efficacy among student teachers. A sample of 517 Swedish student teachers completed a questionnaire. According to the findings from multivariate regression analysis, student teachers who scored higher in intrinsic and altruistic motives and cognitive rest…
Emotional responses to challenges to emerging teacher identities in teacher education
The following paper aims to investigate how student teachers relate to the suitability of their student teacher peers after experiencing challenges to their emerging teacher identity, resulting in emotional responses. A constructivist grounded theory study was conducted in which 18 student teachers participated. Data from 14 individual interviews and one focus group were analysed. Findings revealed that encounters between student teachers sometim…
The emotional journey of the beginning teacher
Research on the transition from teacher education to beginning to teach have focused on the ability to teach, as well as on classroom practices, and how complicated socialisation processes impede developing skills when starting to teach. The aim of the study was to investigate emotionally challenging situations during teacher edu- cation and when starting to teach, with a focus on how the partici- pants’ perspectives and coping strategies changed…
Change advocacy as coping strategy
Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges. The aim of the study was to investigate how teachers in their last year as student teachers and their first year as teachers make mea…
Conflicts viewed through the micro-political lens
The aim of the present study was to use the narratives of beginning teachers to investigate the emotionally challenging situations they face, with a focus on how their perspectives and definitions of such situations guided their actions and made coping possible. A short term longitudinal qualitative interview study was adopted. Twenty participants were interviewed at the outset of their last year of teacher education and then followed up with an …
Resolving feelings of professional inadequacy
Resolving feelings of professional inadequacy
Conflicts viewed through the micro-political lens
The aim of the present study was to use the narratives of beginning teachers to investigate the emotionally challenging situations they face, with a focus on how their perspectives and definitions of such situations guided their actions and made coping possible. A short term longitudinal qualitative interview study was adopted. Twenty participants were interviewed at the outset of their last year of teacher education and then followed up with an …
The emotional journey of the beginning teacher
Research on the transition from teacher education to beginning to teach have focused on the ability to teach, as well as on classroom practices, and how complicated socialisation processes impede developing skills when starting to teach. The aim of the study was to investigate emotionally challenging situations during teacher edu- cation and when starting to teach, with a focus on how the partici- pants’ perspectives and coping strategies changed…
Resolving feelings of professional inadequacy
Conflicts viewed through the micro-political lens
The aim of the present study was to use the narratives of beginning teachers to investigate the emotionally challenging situations they face, with a focus on how their perspectives and definitions of such situations guided their actions and made coping possible. A short term longitudinal qualitative interview study was adopted. Twenty participants were interviewed at the outset of their last year of teacher education and then followed up with an …
Change advocacy as coping strategy
Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges. The aim of the study was to investigate how teachers in their last year as student teachers and their first year as teachers make mea…
Motives for becoming a teacher, coping strategies and teacher efficacy among Swedish student teachers
The current study examined whether different motives for entering teacher education and different coping strategies in distressful situations during teacher training were associated with teacher efficacy among student teachers. A sample of 517 Swedish student teachers completed a questionnaire. According to the findings from multivariate regression analysis, student teachers who scored higher in intrinsic and altruistic motives and cognitive rest…
Emotional responses to challenges to emerging teacher identities in teacher education
The following paper aims to investigate how student teachers relate to the suitability of their student teacher peers after experiencing challenges to their emerging teacher identity, resulting in emotional responses. A constructivist grounded theory study was conducted in which 18 student teachers participated. Data from 14 individual interviews and one focus group were analysed. Findings revealed that encounters between student teachers sometim…
The emotional journey of the beginning teacher
Research on the transition from teacher education to beginning to teach have focused on the ability to teach, as well as on classroom practices, and how complicated socialisation processes impede developing skills when starting to teach. The aim of the study was to investigate emotionally challenging situations during teacher edu- cation and when starting to teach, with a focus on how the partici- pants’ perspectives and coping strategies changed…
Organising special education support in adult education
In municipal adult education (MAE), adults are offered a second chance to complete secondary or upper secondary studies. This article examines how special educational support was organised within MAE in a Swedish municipality, focusing on students’ needs, the learning environment, and the resources available to teachers. It highlights the diverse needs of adult learners and how the physical learning environment interacts with teachers’ interpreta…
The second year as a teacher
There is ample research about the experiences and challenges early-career teachers (ECTs) face at the beginning of their career. In this study, we look beyond the immediate start and focus on teachers’ second year of teaching. As ‘second year teachers’, ECTs are expected to manage their job duties on their own. Giving central stage to teachers’ own interpretation and sense-making, we considered experiences carrying a clear emotional load as indic…
Protection, preparation or processing support for medical students’ emotional challenges in work-based learning—a grounded theory
Research shows that students experience emotional challenges during work-based learning that may affect their professional becoming and well-being, but they seldom feel supported by clinical supervisors in coping with or learning from these situations. The aim of this study was to explore clinical supervisors’ role in supporting medical students’ experiences of emotional challenges in work-based learning. We conducted a constructivist grounded th…
Psychology (6 works) · Social Psychology (6 works) · Teacher Education and Leadership Studies (6 works) · Grounded theory (5 works) · Pedagogy (5 works) · Teacher education (5 works) · Mathematics education (4 works) · Qualitative research (4 works) · Collaborative Teaching and Inclusion (3 works) · Coping (psychology (3 works)