Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality
Bibliographic Data
| ID | 21228142 |
|---|---|
| Authors | Auli Lehtinen (0000-0002-4027-8723, University of Jyväskylä, corresponding author), Emma Kostiainen (0000-0003-1997-457X, University of Jyväskylä), Piia Näykki (0000-0002-2931-704X, University of Jyväskylä) |
| Year | 2025 |
| Volume | 50 |
| Pages | 100880 |
| Publication date | 2025-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Learning Culture and Social Interaction (JOURNAL) |
| Journal identifiers | ISSN: 2210-6561 • E-ISSN: 2210-657X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.lcsi.2024.100880 |
| OpenAlex | W4405438956 |
| Language | EN |
| Citations received | 2 |
| References cited | 50 |
Pre-service teachers often hold idealistic or static views of socioemotional competence. More research is needed on their situated reflections and imagined futures. This study focuses on pre-service secondary teachers' situated and imagined views of the socioemotional and dialogical dimensions of becoming and being a teacher. The study took place within multidisciplinary collaboration, online teaching, and the COVID pandemic . Fourteen pre-service teachers' interviews were analyzed with reflexive thematic analysis , applying the concept of boundary crossing . Our findings indicated three boundaries: between (1) disciplines, (2) online and face-to-face practices, and (3) being a student and being a teacher. In their situated views, pre-service teachers crossed disciplinary boundaries in collaboration with the help of social cohesion, perceived a threshold in online interaction, and held a normative conception of talkativeness. In their imagined futures, they struggled to specify socioemotional competence, emphasized challenging situations as a boundary, and expressed dialogical and monological voices regarding teachers' competences. There were tensions at the boundary between situated and imagined views, indicating idealized beliefs. Implications include providing safe spaces and time for collaborative boundary crossing and critical reflection. Our study addresses teachers' socioemotional competence and dialogicality amid crises and further theorizes the boundary between the situated and the imagined
Developmental psychology · Pedagogy · Situated · Socioemotional selectivity theory · Sociology · Computer Science · Educational and Psychological Assessments · Innovative Education and Learning Practices · Psychology · Social Psychology · Teacher Education and Leadership Studies
The Prosocial Classroom
Comparison of Convenience Sampling and Purposive Sampling
A Dialogical Exploration of Student Teacher Reflections
Interacting with a screen – the deprivation of the ‘teacher body’ during the Covid-19 Pandemic
Dialogicality in making sense of online collaborative interaction
Beyond disciplinary engagement
How pre-service teachers perceive their 21st-century skills and dispositions
Promoting socio-emotional learning competencies in teacher education through online clinical simulations
Pre-service subject teachers’ personal teacher characterisations after the pedagogical studies
Preparing educators for the time of Covid … and beyond
Pre-service teachers co-constructing narratives about the future of education
Social competences in pre-service education
Explaining the dialogic processes of teaching and learning
Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme
Dealing with the contradiction of agency and control during dialogic teaching
The Sage Handbook of Research on Teacher Education
Six critical dimensions
Interviews – Learning the Craft of Qualitative Research Interviewing
Lived experience, funds of identity and education
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Co-construction of knowledge and socioemotional interaction in pre-service teachers’ video-based online collaborative learning
Love, love, and more love for children”
Becoming a teacher
Becoming a teacher educator
Developing dialogic teaching
Dialogic spaces
Reflections on how education can be for democracy in the twenty-first century
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
The Beautiful Risk of Education
Bakhtin and Freire
Pre-service and Practicing Teachers’ Commitment to and Comfort with Social Emotional Learning
Boundary Crossing and Boundary Objects
Situated Learning
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |