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Student teachers' situated emotions: a study of how electronic communication facilitates their expression and shapes their impact on novice teacher development during practice placements

Gleaves, A.; Walker, C.

Authors

A. Gleaves

C. Walker



Contributors

C Walker-Gleaves rxmq98@durham.ac.uk
Other

Abstract

Research suggests that pre-service teaching students embarking on practice placements encounter affect both in a personal and a professional sense more acutely than at any other time during their professional careers. A few studies emphasise the use of electronic communications in facilitating effective peer and tutor support during these difficult times. This study aimed to find out how pre-service student teachers expressed emotions through ubiquitous computing (the use of mobile devices to facilitate wireless and seamless communications and data applications) and in turn, to investigate how this affected their experiences and practices as novice teachers. The results are presented as an analysis of emotional exchanges and experiences during the students' teaching practice placements. Discussion is focused on the role of ubiquitous computing in understanding student teachers' emotional experiences in the field.

Citation

Gleaves, A., & Walker, C. (2010). Student teachers' situated emotions: a study of how electronic communication facilitates their expression and shapes their impact on novice teacher development during practice placements. Teacher Development, 14(2), 139-152. https://doi.org/10.1080/13664530.2010.494498

Journal Article Type Article
Publication Date May 1, 2010
Deposit Date Jul 20, 2010
Journal Teacher Development
Print ISSN 1366-4530
Electronic ISSN 1747-5120
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 14
Issue 2
Pages 139-152
DOI https://doi.org/10.1080/13664530.2010.494498
Keywords Emotions, Student teachers, Development, Technology, Support.

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