The emotional work of being a teacher educator and persisting through a pandemic. (June 2023)

• Record Type: Journal Article
• Authors: Snow, Jennifer L.; Dismuke, Cheryle; Carter, Hannah; Larson, Angel'n; Holloway, Stefanie
• Is Part Of: Teaching and teacher education. Volume 127(2023)
• Publication Date: 2023-06
• Subjects: Teacher educator development emotional -- Work of teacher educators -- Collaborative self-study; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2023.104098
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Dunbar and Baker (2014) identify the personal experiences of teaching as "emotional labor" based on Hargreaves (1998) "emotional practice" of teaching. We engaged in a collaborative self-study investigating the emotional work of teacher educators during a global pandemic. We examined the role of liaison in our context - university faculty working to support teacher candidates in school placements for a "professional year." Liaisons serve in "boundary crossing" (Akkerman & Bakker, 2011) roles and negotiate stressors within multi-membership across contexts. The development of teacher educators would benefit from explicit attention to care, relationships, and negotiating boundaries in sites of clinical practice. Highlights: Collaborative self-study of the emotional work of teacher educators. Emotional work demands communities of practice for deconstructing stress and tension. Persisting through uncertainty and vulnerability must be acknowledged in emotional work of clinical supervision