The Collective Dimension in the Activity of Physical Education Student-Teachers to Cope with Emotionally Significant Situations
Bibliographic Data
| ID | 22044804 |
|---|---|
| Authors | Magali Descoeudres (0000-0002-1754-4974, Haute École Pédagogique du Canton de Vaud, corresponding author) |
| Year | 2023 |
| Volume | 13 |
| Issue | 5 |
| Pages | 437 |
| Publication date | 2023-04-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13050437 |
| OpenAlex | W4366990484 |
| Language | EN |
| Citations received | 4 |
| References cited | 39 |
The entry into the teaching profession is identified in the literature as a special, complex, and emotionally intense stage. Some teachers adopt turnover or attrition as coping tactics. The aim of this study is to understand the effect of the collective dimension on the professional development of physical education student-teachers in how they deal with emotionally significant situations. To avoid dropping out and to foster their well-being, beginners should develop their abilities by sharing their experiences. A mixed research design using a questionnaire and implementing a clinical activity procedure was adopted. Student-teachers (n = 139) had to write about 2 emotionally significant situations that they experienced during teaching, and they then shared or not with others. The second part of the study involved following up five student-teachers over the course of one year. A total of 32 filmed lessons with an emotionally significant situation served as support to self-confrontation and crossed interviews. The data were processed using the method of Bruno and Méard. The results show that student-teachers experience many emotionally significant situations, and this highlights the importance of using a collective dimension to help them cope with this emotional overload. Finally, these results open the potential value of a hybridised teacher education model of student-teachers, particularly when considering the emotional nature of the teaching profession and the necessity of sharing experiences in order to better deal with them
Attrition · Mathematics education · Pedagogy · Professional development · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Teacher Professional Development and Motivation
L’activité des stagiaires en éducation physique et sportive à travers des situations émotionnellement marquantes vécues en stage
The Inducers of Sports Science Students’ Emotional Experience During the First Semester at University
The influence of past experiences on the activity of tutor teachers in training
Social and emotional competencies predict pre-service teachers’ occupational health and personal well-being
Exploring Emotions in Language Teaching
Interpréter l'agir. Un défi théorique
The emotional significant negative events and wellbeing of student teachers during initial teacher training
Teachers’ emotions and emotional authenticity
Change advocacy as coping strategy
Emotions in social interactions in pre-service teachers’ team practica
Beginning teachers' situated emotions
Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions
Understanding the perceived mattering of physical education teachers
The knowledge-based reasoning of physical education teachers
Being pushed out of the career
Whatever it takes
Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession
Towards an understanding of teacher attrition
Teachers’ collective learning
Understanding self perceptions of wellbeing and resilience of preservice teachers
Conflicts viewed through the micro-political lens
The emotional journey of the beginning teacher
Perceptions d’enseignants du secondaire concernant leurs inducteurs émotionnels en situation de classe
Collective Teacher Efficacy
Qualitative Quality
| Citations per year | 1.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |