Maria Weurlander
Biographic Data
| ID | 6328030 |
|---|---|
| NAME | Maria Weurlander |
| GIVEN NAMES | Maria |
| FAMILY NAME | Weurlander |
| SIGNATURE | WEURLANDER M |
| AFFILIATIONS | Stockholm University |
| ORCID | 0000-0002-3027-514X |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| 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…
“I was planning my funeral”
The COVID-19 pandemic placed junior physicians at the forefront of clinical care under extraordinary conditions, compelling them to navigate overwhelming workloads, and emotionally challenging and ethically complex situations. This qualitative study explores how these experiences shaped their perceptions of self-sacrifice, as interpreted through the lens of the social contract as expressed in foundational frameworks of medical professionalism, su…
Teaching-learning in virtual learning environments
In this phenomenographic study, we contribute with a critical view on teachers’ understanding of the use of digital technology in education is at the core. By analysing engineering teachers in Sweden’s qualitative different ways of experiencing teaching-learning in virtual learning environments (VLEs) pre-COVID-19 pandemic, we found three different approaches: (A) increased transmission possibilities, (B) outlined trail and (C) forced compromises…
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…
Becoming a physician involves learning to manage uncertainty and learning how to fail
Management of uncertainty and failure are key health professional education competencies. To enable them Weurlander argues we need safe space and deliberate reflection on the realities of practice
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
The struggle to understand
The aim of the research reported in this paper was to explore students' ‘journey’ towards conceptual understanding during an undergraduate course. The task that medical students face – to learn a substantial quantity of detailed knowledge and integrate into a coherent whole in a limited time frame – is demanding. Seven students were interviewed in a group, and 17 students gave their reflections in writing. Data was gathered from both groups on fi…
Exploring formative assessment as a tool for learning
This study aims to provide a greater insight into how formative assessments are experienced and understood by students. Two different formative assessment methods, an individual, written assessment and an oral group assessment, were components of a pathology course within a medical curriculum. In a cohort of 70 students, written accounts were collected from 17 students and group interviews were carried out to explore the students’ experiences of …
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…
Exploring formative assessment as a tool for learning
This study aims to provide a greater insight into how formative assessments are experienced and understood by students. Two different formative assessment methods, an individual, written assessment and an oral group assessment, were components of a pathology course within a medical curriculum. In a cohort of 70 students, written accounts were collected from 17 students and group interviews were carried out to explore the students’ experiences of …
The struggle to understand
The aim of the research reported in this paper was to explore students' ‘journey’ towards conceptual understanding during an undergraduate course. The task that medical students face – to learn a substantial quantity of detailed knowledge and integrate into a coherent whole in a limited time frame – is demanding. Seven students were interviewed in a group, and 17 students gave their reflections in writing. Data was gathered from both groups on fi…
Resolving feelings of professional inadequacy
Becoming a physician involves learning to manage uncertainty and learning how to fail
Management of uncertainty and failure are key health professional education competencies. To enable them Weurlander argues we need safe space and deliberate reflection on the realities of practice
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…
Teaching-learning in virtual learning environments
In this phenomenographic study, we contribute with a critical view on teachers’ understanding of the use of digital technology in education is at the core. By analysing engineering teachers in Sweden’s qualitative different ways of experiencing teaching-learning in virtual learning environments (VLEs) pre-COVID-19 pandemic, we found three different approaches: (A) increased transmission possibilities, (B) outlined trail and (C) forced compromises…
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…
“I was planning my funeral”
The COVID-19 pandemic placed junior physicians at the forefront of clinical care under extraordinary conditions, compelling them to navigate overwhelming workloads, and emotionally challenging and ethically complex situations. This qualitative study explores how these experiences shaped their perceptions of self-sacrifice, as interpreted through the lens of the social contract as expressed in foundational frameworks of medical professionalism, su…
Psychology (10 works) · Pedagogy (8 works) · Mathematics education (7 works) · Social Psychology (6 works) · Teacher education (5 works) · Grounded theory (4 works) · Qualitative research (4 works) · Sociology (4 works) · Teacher Education and Leadership Studies (4 works) · Coping (psychology (3 works)